Common European Framework of Reference for Languages

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment,[1] abbreviated in English as CEFR or CEF or CEFRL, is a guideline used to describe
achievements of learners of foreign languages across Europe and, increasingly, in other countries. It was put together by the Council of Europe as the main part of the project "Language Learning
for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001, a European
Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European
standard for grading an individual's language proficiency.

Contents
Development
Theoretical background
Language activities
Domains
Competences
Common reference levels
Relationship with duration of learning process
Certification and teaching ecosystem enabled by the CEFR
Comparisons between CEFR and other scales
General scales
Language-specific scales
Difficulty in aligning the CEFR with teaching programmes
Other applications
See also
References
Works cited
External links

Development
An intergovernmental symposium in 1991 titled "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification" held by the Swiss Federal Authorities in the
Swiss municipality of Rüschlikon found the need for a common European framework for languages to improve the recognition of language qualifications and help teachers co-operate. A project
followed to develop language-level classifications for certification to be recognized across Europe.[2]

The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates to education admission or employment.

As a result of the symposium, the Swiss National Science Foundation set up a project to develop levels of proficiency, to lead on to the creation of a "European Language Portfolio" – certification
in language ability which can be used across Europe.

A preliminary version of the Manual for Relating Language Examinations to the Common European Framework of Reference for Languages (CEFR) was published in 2003. This draft version was
piloted in a number of projects, which included linking a single test to the CEFR, linking suites of exams at different levels, and national studies by exam boards and research institutes.
Practitioners and academics shared their experiences at a colloquium in Cambridge in 2007, and the pilot case studies and findings were published in Studies in Language Testing (SiLT).[3] The
findings from the pilot projects then informed the Manual revision project during 2008-2009.

Theoretical background
The CEFR divides general competences in knowledge, skills, and existential competence with particular communicative competences in linguistic competence, sociolinguistic competence, and
pragmatic competence. This division does not exactly match previously well-known notions of communicative competence, but correspondences among them can be made.[4]

The CEFR has three principal dimensions: language activities, the domains in which the language activities occur, and the competences on which we draw when we engage in them.[5]

Language activities
The CEFR distinguishes among four kinds of language activities: reception (listening and reading), production (spoken and written), interaction (spoken and written), and mediation (translating and
interpreting).[5]

Domains
General and particular communicative competences are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to
various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public, and personal. These largely correspond to register.

Competences
A language user can develop various degrees of competence in each of these domains and to help describe them, the CEFR has provided a set of six Common Reference Levels (A1, A2, B1, B2,
C1, C2).

Common reference levels

The Common European Framework divides learners into three broad divisions that can be divided into six levels; for each level, it describes what a learner is supposed to be able to do in reading,
listening, speaking and writing. The following table indicates these levels. A more thorough description of each level, with criteria for listening, reading, speaking, and writing, is available on the
Internet.[6]

Level group Level Description

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a
A1 concrete type.
Breakthrough or beginner Can introduce themselves and others and can ask and answer questions about personal details such as where they live,
people they know and things they have.
Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A
Basic user
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic
personal and family information, shopping, local geography, employment).
A2 Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and
Waystage or elementary routine matters.
Can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate
need.

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure,
etc.
B1 Can deal with most situations likely to arise while travelling in an area where the language is spoken.
Threshold or intermediate
Can produce simple connected text on topics that are familiar or of personal interest.
Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for
B opinions and plans.
Independent
user
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in
B2 their field of specialization.
Vantage or upper Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible
intermediate without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.

Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
C1 Can express ideas fluently and spontaneously without much obvious searching for expressions.
Effective operational
Can use language flexibly and effectively for social, academic and professional purposes.
proficiency or advanced
Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns,
C connectors and cohesive devices.
Proficient
user
Can understand with ease virtually everything heard or read.
C2 Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a
Mastery or proficiency coherent presentation.
Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the
most complex situations.

These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.

Relationship with duration of learning process

Educational bodies for various languages have offered estimates for the amount of study needed to reach levels in the relevant language.

Cumulative hours of study to reach level

Body Language Ref
A1 A2 B1 B2 C1 C2
150 (A2.1) 300 (B1.1) [7]
DW Akademie German 75
225 (A2.2) 400 (B1.2)

Goethe-Institut German 80-200 200-350 350-650 600-800 800-1000 1000 [8]

Cambridge English Language Assessment English 180–200 350–400 500–600 700–800 1,000–1,200 [9]

Alliance Française French 60–100 160–200 360–400 560–650 810–950 1060–1200 [10]

Teastas Eorpach na Gaeilge Irish 80–100 160–200 350–400 500–600 1000+ 1500+ [11]

Certification and teaching ecosystem enabled by the CEFR

Multiple organizations have been created to serve as umbrella for language schools and certifications businesses that claim compatibility with the CEFR. For example, the European Association for
Language Testing and Assessment (EALTA) is an initiative funded by the European Community[12] to promote the CEFR and best practices in delivering professional language training. The
Association of Language Testers in Europe (ALTE) is a consortium of academic organizations that aims at standardizing assessment methods.[13] EAQUALS (Evaluation and Accreditation of
Quality in Language Services) is an international association of institutions and organisations involved in language education, active throughout Europe, and following the CEFR.[14]

In France, the Ministry for Education has created a government-mandated certificate called CLES, which formalizes the use of the CEFR in language teaching programmes in French higher
education institutions.[15]

In Germany, telc GmbH, a non-profit agency, is the federal government's exclusive partner for language tests taken at the end of the integration courses for migrants, following the CEFR
standards.[16]

Comparisons between CEFR and other scales

General scales
Studies have addressed correspondence with the ACTFL Proficiency Guidelines and the United States ILR scale.

For convenience, the following abbreviations will be used for the ACTFL levels:

NL/NM/NH – Novice Low/Mid/High

IL/IM/IH – Intermediate Low/Mid/High
AL/AM/AH – Advanced Low/Mid/High
S – Superior
D – Distinguished (a name sometimes used for levels 4 and 4+ of the ILR scale instead of including them within Superior)
A 2008 statistical study by Alfonso Martínez Baztán of Universidad de Granada based on the performances of a group of subjects[17] determines the following ordering of the ACTFL and CEFR
levels, in which higher levels are placed further right.[18]

NL ___NM__ A1 ___NH___ A2/IL _____IM__ B1 ____IH____ B2 _AL____ AM__ C1 ___AH___ C2 __S_

The following table summarizes the results of Martínez Baztán,[19] the equivalences between CEFR and ACTFL standards proposed in a 2005 paper by Erwin Tschirner of Universität Leipzig[20]
(also quoted by Martínez Baztán[21]), and the equivalences of Buitrago (unpublished, 2006) as quoted in Martínez Baztán 2008.[22]

CEFR Martínez Tschirner Buitrago

<A1 NL, NM
A1 NH NH NL
A2 IL, IM IM NM
B1 IM, IH IH IL
B2 IH, AL AM IM, IH
C1 AM, AH AH AL, AM, AH
C2 AH, S S S

In a panel discussion at the Osaka University of Foreign Studies, one of the coauthors of the CEFR, Brian North, stated that a "sensible hypothesis" would be for C2 to correspond to
"Distinguished," C1 to "Superior," B2 to "Advanced-mid," and B1 to "Intermediate-high" in the ACTFL system.[23]

This agrees with a table published by the American University Center of Provence giving the following correspondences:[24]

CEFR ILR ACTFL

A1 0/0+ NL, NM, NH
A2 1 IL, IM
B1 1+ IH
B2 2/2+ AL, AM, AH
C1 3/3+ S
C2 4/4+ D

However, a comparison between the ILR self-assessment grids (reading,[25] speaking,[26] listening [27]) and the CEFR assessment grid [28] could suggest a different equivalence:[29]

CEFR ILR ACTFL

A1 0/1 NL, NM, NH
A2 1+ IL, IM
B1 2/2+ IH
B2 3/3+ AL, AM, AH
C1 4 S
C2 4+ D

A study by Buck, Papageorgiou and Platzek[30] addresses the correspondence between the difficulty of test items under the CEFR and ILR standards. The most common ILR levels for items of
given CEFR difficulty were as follows:

Reading—A1: 1, A2: 1, B1: 1+, B2: 2+, C1: 3

Listening—A1: 0+/1, A2: 1, B1: 1+, B2: 2, C1: 2+ (at least)[31]
Canada increasingly uses the CEFR in a few domains. CEFR-compatible exams such as the DELF/DALF (French) and the DELE (Spanish) are administered. Universities increasingly structure
their courses around the CEFR levels. Larry Vandergrift of the University of Ottawa has proposed Canadian adoption of the CEFR in his report Proposal for a Common Framework of Reference for
Languages for Canada published by Heritage Canada.[32][33] This report contains a comparison of the CEFR to other standards in use in Canada and proposes an equivalence table.

CEFR ILR ACTFL NB OPS[34] CLB PSC PSC[35]

A1 0/0+/1 Novice (Low/Mid/High) Unrated/0+/1 1/2 A
A2 1+ Intermediate (Low/Mid/High) 1+/2 3/4 B
B1 2 Advanced Low 2+ 5/6 C
B2 2+ Advanced Mid 3 7/8
C1 3/3+ Advanced High 3+ 9/10
C2 4 Superior 4 11/12
4+/5
The resulting correspondence between the ILR and ACTFL scales disagrees with the generally accepted one.[36] The ACTFL standards were developed so that Novice, Intermediate, Advanced and
Superior would correspond to 0/0+, 1/1+, 2/2+ and 3/3+, respectively on the ILR scale.[37] Also, the ILR and NB OPS scales do not correspond despite the fact that the latter was modelled on the
former.[33]

A more recent document by Macdonald and Vandergrift[38] estimates the following correspondences (for oral ability) between the Public Service Commission levels and the CEFR levels:

PSC CEFR
A A2
B B1/B2
C B2/C1

Language schools may also propose their own equivalence tables. For example, the Vancouver English Centre provides a comprehensive equivalence table between the various forms of the TOEFL
test, the Cambridge exam, the VEC level system, and the CEFR.[39]

Language-specific scales
Language Certificate A1 A2 B1 B2 C
European Consortium for
the Certificate of
Attainment in Modern
Languages ECL exams can
be taken in English,
French, German, - A2 B1 B2 C1
Hungarian, Italian, Polish,
Multiple Romanian, Bulgarian,
Serbian, Slovak, Russian,
Spanish, Croatian, Czech,
and Hebrew.
UNIcert UNIcert I UNIcert II UNIcert III
TELC A1 A2 B1 B2 C1
Catalan Language
Bàsic-A2 Elemental-B1 Intermedi-B2 Suficiència
Catalan Certificates
Simtest A1 A2 B1 B2 C1
Chinese Hanyu Shuiping
Kaoshi (HSK)[40] HSK Level 1 HSK Level 3 HSK Level 4 HSK Level 5
(Levels according to French and HSK Level 2 HSK Level 4 HSK Level 5 HSK Level 6 HSK Leve
Mandarin German associations)
Chinese

Test of Chinese As A
Foreign Language TOCFL Level 1 TOCFL Level 2 TOCFL Level 3 TOCFL Level 4 TOCFL Le
(TOCFL) (Taiwan)
WJEC Defnyddio'r
Welsh Mynediad (Entry) Sylfaen (Foundation) Canolradd (Intermediate) Uwch (Advanced) -
Gymraeg[41]
Czech Language
Czech CCE-A1 CCE-A2 CCE-B1 CCE-B2 CCE-C1
Certificate Exam (CCE)[42]
Prøve i Dansk (Danish
Danish Danskprøve A1 Prøve i Dansk 1 Prøve i Dansk 2 Prøve i Dansk 3 Studieprøv
Language Exam)[43]

Goethe-Ze
Goethe-Zertifikat B2
Goethe-Zertifikat A1 Goethe-Zertifikat A2 Goethe-Zertifikat B1 C1
Goethe-Institut Zertifikat Deutsch für den
Start Deutsch 1 Start Deutsch 2 Zertifikat Deutsch (ZD) Zentrale
Beruf (ZDfB)
Mittelstufe

Speexx Language
10-19 20-29 30-49 50-79 80-89
Assessment Center
German

B1 ÖSD Zertifikat Deutsch

Österreichisches A1 ÖSD Zertifikat A1 (ÖSD A2 ÖSD Zertifikat A2 (ÖSD B2 ÖSD Zertifikat B2 (ÖSD C1 ÖSD Z
Österreich (ÖSD B1 ZDÖ);
Sprachdiplom Deutsch ZA1) ZA2) ZB2) C1 (ÖSD Z
B1 ÖSD Zertifikat B1 (ZB1)

Deutsch als Fremdsprache

in der Wirtschaft - 0-246 247-495 496-735 736-897
(WiDaF)[44]

TestDaF[45] TDN 3—TDN 4[46] TDN 4—T

Πιστοποίηση
Γ1
Ελληνομάθειας (Certificate Α1 Α2 Β1 Β2
Greek (Πολύ Καλ
of Attainment in Modern (Στοιχειώδης Γνώση) (Βασική Γνώση) (Μέτρια Γνώση) (Καλή Γνώση)
Γνώση)
Greek)[47]
English Anglia Examinations Preliminary Elementary Intermediate Advanced Proficienc
C1 (Upper
TrackTest[48] A1 (Beginner) A2 (Elementary) B1 (Pre-Intermediate) B2 (Intermediate)
Intermedia
TOELS: Wheebox Test of
11 (Beginner) 20 (Pre-Intermediate) 25 (Intermediate) 30 (Graduate) 33 (Advan
English Language Skills[49]

iTEP[50] 0-1.9 2-2.4 2.5-3.4 3.5-4.4 4.5-5.4

7-8 (7 is th
IELTS[51][52][53] 2.0 3.0 3.5-5.5 (3.5 is the margin) 5.5-7 (5.5 is the margin)
margin)
TOEIC Listening & Reading 60-105 listening 110-270 (listening) 275-395 (listening) 400-485 (listening) 490-495 (l
Test[54] 60-110 reading 115-270 (reading) 275-380 (reading) 385-450 (reading) 455-495 (r

TOEIC Speaking & Writing 180-200

50-80 speaking 90-110 (speaking) 120-150 (speaking) 160-170 (speaking)
(speaking)
Test[54] 30-60 writing 70-110 (writing) 120-140 (writing) 150-170 (writing)
180-200 (w
Versant 26-35 36-46 47-57 58-68 69-78
Speexx Language
10-19 20-29 30-49 50-79 80-89
Assessment Center

Duolingo English Test[55] 10-20 25-55 60-85 90-115 120-140

TOEFL (IBT)[56] 10-15 (speaking) 42-71 (total) 72-94 (total) 95-120 (to
7-12 (writing) 4-17 (reading) 18-23 (reading) 24-30 (rea
9-16 (listening) 17-21 (listening) 22-30 (list
 16-19 (speaking) 20-24 (speaking) 25-30 (spe
13-16 (writing) 17-23 (writing) 24-30 (wri

TOEFL ITP[57] 337 460 543 627

225-245 (listening) 250-285 (listening) 290-300 (listening)

TOEFL Junior Standard[58] 210-245 (language form) 250-275 (language form) 280-300 (language form)
210-240 (reading) 245-275 (reading) 280-300 (reading)
EF Standard English Test
[59] 1-30 31-40 41-50 51-60 61-70

City and Guilds[60] Preliminary Access Achiever Communicator Expert

RQF (UK Only)[61] Entry Level Level 1 Level 2 Level 3 Levels 4-6

C2 Proficie
B1 Preliminary (45 to B2 First (140 to 159)[66] / C1 Advanced (160 to (180 to 19
B1 Preliminary Pass, Pass 179)[68] / B2 First grade B C1 Advan
Cambridge exam[62] A2 Key (45 to 69)[63] 69)[64] / A2 Key Pass, Pass
with Merit[67] / A2 Key Pass or C[66] / B1 Preliminary grade B o
with Merit[65]
with Distinction[65] Pass with Distinction[67] B2 First gr
(180 to 19
Michigan English Test Michigan English Test
ECCE [76] / Michigan Michigan E
MET Go! Basic User (MET) (0 to 39)[72] / MET (MET) (40 to 52)[74] / MET
Michigan exam[70] English Test (MET) (53 to Test (MET
(CEFR A1) [71] Go! Elementary User Go! Intermediate User
63)[77] 80)[78]
(CEFR A2) [73] (CEFR B1) [75]
LanguageCert International
ESOL - Listening, Reading,
Writing
A1 Preliminary A2 Access B1 Achiever B2 Communicator C1 Expert
LanguageCert International (Entry Level 1) (Entry Level 2) (Entry Level 3) (Level 1) (Level 2)
ESOL - Speaking

PTE Academic 30 43 59 76
PTE General (formerly
Level A1 Level 1 Level 2 Level 3 Level 4
LTE)
Trinity College London
Integrated Skills in English
(ISE) / Graded ISE I ISE II ISE III
ISE 0
Examinations in Spoken GESE 2 GESE 5, 6 GESE 7, 8, 9 GESE 10,
GESE 3, 4
English (GESE) / Spoken SEW 1 SEW 2, 3 SEW 4
English for Work
(SEW)[80][81][82]

British General GCSE (gra

GCSE (grades D, E, F, G or
A, B, C or
Qualifications[83] 3, 2, 1)
6, 5, 4)
Learning Resource
CEF A1 CEF A2 CEF B1 CEF B2 CEF C1
Network
Eiken (Japanese test of
5,4,3 Pre-2 2 Pre-1 1
English)[84]
Gymglish Certification 0 - 1,4 1.5 - 1.9 2 - 2.9 3 - 3.9 4 - 4.9
Esperanto KER History [1]
(https://eo.wikipedia.org/wik
Esperanto i/Komuna_e%C5%ADropa A1 A2 B1 B2 C1
_referenckadro_por_lingvo
j) (Esperanto)
IVAP-HAEE HE 1 - IVAP-HAEE HE 2 - IVAP-HAEE HE 3 - IVA
Hirugarren
HABE Lehenengo maila — HABE Bigarren maila — HABE
Basque maila — H
Euskarare
EGA
Gaitasun A
Finnish YKI 1 2 3 4 5
CIEP / Alliance française TCF A2 / DELF A2 / CEFP TCF B1 / DELF B1 / CEFP TCF B2 / DELF B2 / TCF C1 /
TCF A1 / DELF A1
diplomas 1 2 Diplôme de Langue / DSLCF
Speexx Language
French 10-19 20-29 30-49 50-79 80-89
Assessment Center
Frantastique Certification
1 2 3 4 5
(Gymglish)
Certificado de lingua
Galician CELGA 1 CELGA 2 CELGA 3 CELGA 4
galega (CELGA)[85]
CELI Impatto 1 2 3 4
Speexx Language
10-19 20-29 30-49 50-79 80-89
Assessment Center
Italian
CILS A1 A2 Uno Due Tre
PLIDA (Dante Alighieri
PLIDA A1 PLIDA A2 PLIDA B1 PLIDA B2 PLIDA C1
Society diplomas)
Japanese-Language
No clear relation.[86][87][note 1]
Proficiency Test (JLPT)
Japanese Japan Foundation Test for
Basic Japanese (JFT- Pass
Basic)[88]
 Korean Test of Proficiency in Level 1 Level 2 Level 3 Level 4 Level 5
Korean (TOPIK)

CNaVT - Certificaat Profile professional

Nederlands als Vreemde language proficiency Profile aca
Profile tourist and informal Profile societal language
Taal (Certificate of Dutch as (PPT), Profile language language
language proficiency (PTIT) proficiency (PMT)
proficiency higher proficiency
Foreign Language)[89]
education (PTHO)
Inburgeringsexamen
Dutch (Integration examination for Pre-examination at Examination in the
immigrants from outside embassy of home country Netherlands
the EU)
Staatsexamen Nederlands
als tweede taal NT2 (State
NT2 programma I NT2 programma II
Examination Dutch as
second language NT2)[90]
Bergenste
Norwegian Norskprøver Norskprøve 1 Norskprøve 2 Norskprøve 3 Bergenstest - Bestått
bestått
Egzaminy Certyfikatowe z
Polish Języka Polskiego jako B1 (podstawowy) B2 (średni ogólny)
Obcego[91]

CAPLE[92] Acesso CIPLE DEPLE DIPLE DAPLE

Portuguese
CELPE-Bras[93] Intermediate Intermediate Superior Intermediate Superior Intermediate Advanced

ТРКИ – Тест по русскому ТРКИ-1 (I

языку как иностранному ТЭУ Элементарный Cертификационный
Russian ТБУ Базовый уровень ТРКИ-2 ТРКИ-3
(TORFL – Test of Russian уровень уровень) (1st Certificate
as a Foreign Language)[94] level)

DELE[95] A1 A2 B1 (formerly "Inicial") B2 (formerly "Intermedio") C1

Speexx Language
Spanish 10-19 20-29 30-49 50-79 80-89
Assessment Center
LanguageCert USAL esPro
10-19 20-39 40-59 60-74 75-89
BULATS
TISUS - - - - TISUS
Swedish Swedex - A2 B1 B2 -
YKI 1 2 3 4 5
?? AMCAD EFL A1 A2 B1 B2 C1
?? ALTE level Breakthrough level Level 1 Level 2 Level 3 Level 4

Turkish TYS[96] A1 A2 B1 B2 (55-70%) C1 (71-88

Ukrainian UMI/ULF - Ukrainian as

[97] UMI 1 UMI 2 UMI 3 UMI 4 UMI 5
foreign language

Difficulty in aligning the CEFR with teaching programmes

Language schools and certificate bodies evaluate their own equivalences against the framework. Differences of estimation have been found to exist, for example, with the same level on the PTE A,
TOEFL, and IELTS, and is a cause of debate between test producers.[98]

Other applications
The CEFR methodology has been extended to describe and evaluate the proficiency of users of programming languages, when the programming activity is considered as a language activity.[99]

See also
Assessment of Basic Language and Learning Skills
European Day of Languages (26 September)
ILR or Foreign Service Level language ability measures
List of language proficiency tests
Studies in Language Testing (SiLT)
Task-based language learning

References
1. Council of Europe (2011). Common European Framework of Reference for
Languages: Learning, Teaching, Assessment (http://www.coe.int/t/dg4/linguistic/Ca
drhttps://en.wikipedia.org/wiki/Wikipedia:Why_create_an_account%3Fe1_en.asp).
Council of Europe.
2. Jean-Claude 2010, p. 73.
3. Studies in Language Testing (https://www.amazon.co.uk/Aligning-Tests-CEFR-Refl
ections-Language/dp/0521176840) (Amazon) (book description), 33, UK, retrieved
23 October 2013.
4. Carlos César, Jimenez (2011). El Marco Europeo Común de Referencia para las
Lenguas y la comprensión teórica del conocimiento del lenguaje: exploración de
una normatividad flexible para emprender acciones educativas (http://www.juegosd
elenguaje.com/papers/mecrl.pdf) (PDF) (Essay). Universidad Nacional Autónoma
de México. p. 11.
5. "The Common European Framework of Reference for Languages: Learning,
teaching, assessment (CEFR)" (http://www.coe.int/t/dg4/education/elp/elp-reg/cefr_
EN.asp). Council of Europe. Retrieved 18 September 2015.
6. "European language levels - Self Assessment Grid" (https://europass.cedefop.euro
pa.eu/resources/european-language-levels-cefr). Archived (https://web.archive.org/
web/20170128100545/http://europass.cedefop.europa.eu/resources/european-lang
uage-levels-cefr) from the original on 28 January 2017. Also available as PDF. (http
s://europass.cedefop.europa.eu/sites/default/files/cefr-en.pdf)
7. "Deutsche Welle" (http://www.dw.com/de/deutsch-lernen/deutschkurse/s-2068).
dw.com. Retrieved 28 March 2017.
8. "Deutschprüfungen – Unsere Prüfungen – Goethe-Institut" (http://www.goethe.de/lr
n/prj/pba/bes/deindex.htm). Retrieved 27 July 2019.
 9. "CEFR and ALTE Can Do statements" (https://web.archive.org/web/201112050756
39/http://www.cambridgeesol.org/about/standards/can-do.html). Archived from the
original (http://www.cambridgeesol.org/about/standards/can-do.html) on 5
December 2011. Retrieved 5 December 2011.
10. "General Information" (http://www.alliancefr.ph/en/general-information).
www.alliancefr.ph.
11. "TEG Levels" (http://www.teg.ie/teg-levels.8.html). Retrieved 31 August 2016.
12. "European Association for Language Testing and Assessment" (http://www.ealta.e
u.org/). EALTA. Retrieved 18 July 2014.
13. "Association of Language Testers in Europe" (http://www.alte.org/). ALTE.
Retrieved 18 July 2014.
14. "EAquals— Our aims" (https://web.archive.org/web/20140714160512/http://eaqual
s.org/pages/7110). EAquals. Archived from the original (http://eaquals.org/pages/7
110) on 14 July 2014. Retrieved 18 July 2014.
15. "Certificate de Compétences en Langues de l'Enseignement Supérieur" (https://we
b.archive.org/web/20070518081354/http://www.certification-cles.fr/index.php?cont_
id=1&lang=en). SPIRAL. Archived from the original (http://www.certification-cles.fr/i
ndex.php?cont_id=1&lang=en) on 18 May 2007. Retrieved 18 July 2014.
16. "The European Language Certificate" (http://www.telc.net/en/about-telc/who-we-ar
e/). telc. Retrieved 18 July 2014.
17. Baztán, Alfonso Martínez (2008). La evaluación oral: una equivalencia entre las
guidelines de ACTFL y algunas escalas del MCER (http://hera.ugr.es/tesisugr/1745
7853.pdf) (PDF) (doctoral thesis). Universidad de Granada. ISBN 978-84-338-
4961-8.
18. Martínez Baztán, Alfonso (2008). La evaluación oral: una equivalencia entre las
guidelines de ACTFL y algunas escalas del MCER (http://hera.ugr.es/tesisugr/1745
7853.pdf) (PDF) (doctoral thesis). Universidad de Granada. p. 459. ISBN 978-84-
338-4961-8.
19. Baztán, Alfonso Martínez (2008). La evaluación oral: una equivalencia entre las
guidelines de ACTFL y algunas escalas del MCER (http://hera.ugr.es/tesisugr/1745
7853.pdf) (PDF) (doctoral thesis). Universidad de Granada. p. 461. ISBN 978-84-
338-4961-8.
20. Tschirner, Erwin (February 2005). "Das ACTFL OPI und der Europäische
Referenzrahmen" (https://web.archive.org/web/20060313041051/http://www.babylo
nia-ti.ch/BABY205/PDF/tschirner.pdf) (PDF). Babylonia (in German). Archived from
the original (http://www.babylonia-ti.ch/BABY205/PDF/tschirner.pdf) (PDF) on 13
March 2006.
21. Baztán, Alfonso Martínez (2008). La evaluación oral: una equivalencia entre las
guidelines de ACTFL y algunas escalas del MCER (http://hera.ugr.es/tesisugr/1745
7853.pdf) (PDF) (doctoral thesis). Universidad de Granada. p. 468. ISBN 978-84-
338-4961-8.
22. Baztán, Alfonso Martínez (2008). La evaluación oral: una equivalencia entre las
guidelines de ACTFL y algunas escalas del MCER (http://hera.ugr.es/tesisugr/1745
7853.pdf) (PDF) (doctoral thesis). Universidad de Granada. pp. 469–70. ISBN 978-
84-338-4961-8.
23. A reference of the talk can be found in the EP Bibliography of "English Profile",
under "General materials" and then under North 2006, Link to English Profile
(Bibliography) (http://www.englishprofile.org/index.php/resources/epbibliography)
24. "The correspondences are attributed by the center to an ACTFL administrator" (htt
ps://web.archive.org/web/20140116123131/http://www.aucp.org/sous_pages/aix/St
udents_Aix_docs/TEF_Levels_and_Equivalencies.pdf) (PDF). Archived from the
original (http://www.aucp.org/sous_pages/aix/Students_Aix_docs/TEF_Levels_and
_Equivalencies.pdf) (PDF) on 16 January 2014.
25. https://www.govtilr.org/Skills/readingassessment.pdf
26. https://www.govtilr.org/Skills/speakingassessment.pdf
27. https://www.govtilr.org/Skills/listeningassessment.pdf
28. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?
documentId=090000168045bb52
29. http://french-baltimore.com/about-us/the-cecr/index.html
30. "PowerPoint Presentation" (http://www.ealta.eu.org/conference/2008/docs/friday/B
ucketal.pdf) (PDF). Retrieved 2 May 2013.
31. Level 2+ was the highest possible classification for listening items.
32. "New Canadian Perspectives: Proposal for a Common Framework of Reference
For Languages for Canada (archived)" (https://web.archive.org/web/201107250455
24/http://www.bcatml.org/Vandergrift-CEFRinCanada.pdf) (PDF). Canadian
Heritage. Archived from the original (http://www.bcatml.org/Vandergrift-CEFRinCan
ada.pdf) (PDF) on 25 July 2011. Retrieved 15 July 2017.
33. "Proposal of a CFR for Canada" (http://elp-implementation.ecml.at/IMPEL/Docume
nts/Canada/ProposalofaCFRforCanada/tabid/122/language/fr-FR/language/en-GB/
Default.aspx). Elp-implementation.ecml.at. Retrieved 14 August 2011.
34. "Post-Secondary Education, Training and Labour / Éducation postsecondaire,
Formation et Travail" (http://www.gnb.ca/0381/032-e.asp). Gnb.ca. Retrieved
2 May 2013.
35. "Qualification Standards 3 / 3" (http://www.tbs-sct.gc.ca/gui/squn03-eng.asp). Tbs-
sct.gc.ca. 15 April 2013. Retrieved 2 May 2013.
36. "Correspondence of proficiency scales" (http://www.sil.org/lingualinks/languagelear
ning/mangngyrlngglrnngprgrm/CorrespondenceOfProficiencySca.htm). Sil.org. 21
March 1999. Retrieved 14 August 2011.
37. "ILR Scale" (http://www.utm.edu/staff/globeg/ilrhome.shtml). Utm.edu. Retrieved
14 August 2011.
38. Jennifer Macdonald; Larry Vandergrift (6–8 February 2007). "The CEFR in
Canada" (http://www.coe.int/t/dg4/linguistic/Source/SourceForum07/Canada_Mercr
edi17h15_EN.ppt) (PowerPoint Presentation). Council of Europe. Retrieved
17 October 2011.
39. "TOEFL Equivalency table" (https://archive.is/20130101030537/http://secure.vec.b
c.ca/toefl-equivalency-table.cfm/TOEFL). Vancouver English Centre. Archived from
the original (http://secure.vec.bc.ca/toefl-equivalency-table.cfm/TOEFL) on 1
January 2013. Retrieved 18 July 2014.
40. Kōtō kyōiku ni okeru gaikokugo kyōiku no arata na tenbō : shīīefuāru no ōyō
kanōsei o megutte (https://www.worldcat.org/oclc/794365620). [Place of publication
not identified]: Tōkyōgaikokugodaigakusekaigengoshakaikyōikusentā. 2012.
ISBN 9784925243858. OCLC 794365620 (https://www.worldcat.org/oclc/79436562
0).
41. "Welsh for Adults" (http://www.wjec.co.uk/qualifications/welsh-for-
adults/index.html).
42. "Czech Language Certificate Exam, Institute for Language and Preparatory
Studies, Charles University" (http://ujop.cuni.cz/en/exam/czech-language-certificate
-exam).
43. "Archived copy" (https://web.archive.org/web/20180323092738/https://www.lttc.ntu.
edu.tw/cambridge/Reference/framework_english.pdf) (PDF). Archived from the
original (http://www.lttc.ntu.edu.tw/cambridge/Reference/framework_english.pdf)
(PDF) on 23 March 2018. Retrieved 24 November 2013.
44. Deutsch-Französische Industrie- und Handelskammer. "Niveaubeschreibung" (http
s://www.etsglobal.org/Pl/Pol/content/download/1729/27963/file/WiDaF-Tabela_Spr
awnosci_wg_CEF.pdf) (PDF). ETS Global. Retrieved 12 September 2019.
45. "What is the TestDaF?" (https://www.testdaf.de/fileadmin/Redakteur/PDF/Sprache
n/informationen_en.pdf) (PDF). TestDaF. Retrieved 22 July 2015.
46. "Framework of Reference for Languages" (https://www.testdaf.de/fileadmin/Redakt
eur/PDF/TestDaF/Niveaustufen_GER.pdf) (PDF). TestDaF. Retrieved 22 July
2015.
47. "Information for the Centre for the Greek Language and the certificate of attainment
in Greek" (http://www.greek-language.gr/greekLang/certification/index.html).
Retrieved 7 August 2012.
48. "TrackTest Language levels" (http://tracktest.eu/english-levels-cefr/). TrackTest.
Retrieved 12 December 2013.
49. "Wheebox TOELS" (https://wheebox.com/Buy-WELPT-assessments.jsp/).
Wheebox.
50. {{cite web |title=iTEP Scores: Authentication and Equivalencies
|url=https://www.itepexam.com/admissions/scoring/itep-and-cefr/
51. "IELTS — Common European Framework" (http://ielts.org/researchers/common_e
uropean_framework.aspx). IELTS. Retrieved 4 January 2013.
52. "IELTS and the Cambridge ESOL examinations in a European context" (https://we
b.archive.org/web/20140513200217/http://www.britishcouncil.org/slide_cef_b.pdf)
(PDF). British Council. Archived from the original (http://www.britishcouncil.org/slid
e_cef_b.pdf) (PDF) on 13 May 2014. Retrieved 3 August 2014.
53. "IELTS band scores & CEF level scale for Clarity programs" (http://www.clarityengli
sh.com/support/user/pdf/ppt/CEF_Chart_PPT.pdf) (PDF). Clarity English. Retrieved
3 August 2014.
54. "Mapping the TOEIC Tests on the Common European Framework Reference" (http
s://www.ets.org/s/toeic/pdf/toeic-cefr-flyer.pdf) (PDF). ETS Website. ETS. Archived
(https://web.archive.org/web/20111009184738/http://www.ets.org/Media/Campaig
n/5394/rsc/pdf/5684_CEF%20Flyer_HR.pdf) (PDF) from the original on 9 October
2011. Retrieved 22 September 2011.
55. Feifei Ye, "Validity, reliability, and concordance of the Duolingo English Test".
https://testcenter.duolingo.com/scores
56. "TOEFL: For Academic Institutions: Compare Scores" (https://www.ets.org/toefl/inst
itutions/scores/compare/#cefr).
57. "Research" (http://www.ets.org/toefl_itp/research). Retrieved 25 February 2013.
58. "Common European Framework of Reference (CEFR)" (http://www.ets.org/toefl_ju
nior/scores_research/standard/cefr). Retrieved 25 February 2013.
59. "Data" (https://web.archive.org/web/20151006220049/https://www.efset.org/dam/ef
set/efset/media/summary_v4.pdf) (PDF). efset.org. Archived from the original (http
s://www.efset.org/dam/efset/efset/media/summary_v4.pdf) (PDF) on 6 October
2015. Retrieved 6 October 2015.
60. Amega Web Technology. "City & Guilds English — The Common European
Framework" (http://www.cityandguildsenglish.com/CEFR).
Cityandguildsenglish.com. Retrieved 14 August 2011.
61. "Languages Ladder" (https://web.archive.org/web/20110828170914/http://www.cilt.
org.uk/home/standards_and_qualifications/languages_ladder.aspx). Cilt.org.uk.
Archived from the original (http://www.cilt.org.uk/home/standards_and_qualification
s/languages_ladder.aspx) on 28 August 2011. Retrieved 14 August 2011.
62. "International language standards" (https://web.archive.org/web/20150729063810/
http://www.cambridgeenglish.org/why-cambridge-english/international-language-st
andards/). Cambridge ESOL. Archived from the original (http://www.cambridgeengli
sh.org/why-cambridge-english/international-language-standards/) on 29 July 2015.
Retrieved 22 July 2015.
63. "Understanding your Statement of Results – Cambridge English: Key" (http://www.c
ambridgeenglish.org/images/22113-ket-understanding-statement.pdf) (PDF).
Cambridge ESOL. Retrieved 22 July 2015.
64. "Understanding your Statement of Results – Cambridge English: Preliminary" (htt
p://www.cambridgeenglish.org/images/25096-pet-cefr-level-b1-document.pdf)
(PDF). Cambridge ESOL. Retrieved 22 July 2015.
65. "Cambridge English: Key (KET) - Results" (http://www.cambridgeenglish.org/exam
s/key/results/). Cambridge ESOL. Retrieved 22 July 2015.
66. "Cambridge English: First (FCE) - Results" (http://www.cambridgeenglish.org/exam
s/first/results/). Cambridge ESOL. Retrieved 22 July 2015.
67. "Cambridge English: Preliminary (PET) - Results" (http://www.cambridgeenglish.or
g/exams/preliminary/results/). Cambridge ESOL. Retrieved 22 July 2015.
68. "Cambridge English: Advanced (CAE) - Results" (http://www.cambridgeenglish.org/
exams/advanced/results/). Cambridge ESOL. Retrieved 22 July 2015.
69. "Cambridge English: Proficiency (CPE) - Results" (http://www.cambridgeenglish.or
g/exams/proficiency/results/). Retrieved 22 July 2015.
70. "MICHIGAN LANGUAGE ASSESSMENT" (https://michiganassessment.org/).
CAMLA. Retrieved 9 August 2019.
71. "MET Go!" (https://michiganassessment.org/institutions/products-services/metgo/).
CaMLA. Retrieved 9 August 2019.
72. "MICHIGAN LANGUAGE ASSESSMENT" (https://michiganassessment.org/test-ta
kers/tests/met/). CaMLA. Retrieved 9 August 2019.
73. "MET Go!" (https://michiganassessment.org/institutions/products-services/metgo/).
CaMLA. Retrieved 9 August 2019.
74. "MICHIGAN LANGUAGE ASSESSMENT" (https://michiganassessment.org/test-ta
kers/tests/met/). CaMLA. Retrieved 9 August 2019.
75. "MET Go!" (https://michiganassessment.org/institutions/products-services/metgo/).
CaMLA. Retrieved 9 August 2019.
76. "ECCE" (https://michiganassessment.org/teachers/ecce/). CAMLA. Retrieved
9 August 2019.
77. "MICHIGAN LANGUAGE ASSESSMENT" (https://michiganassessment.org/test-ta
kers/tests/met/). CaMLA. Retrieved 9 August 2019.
78. "MICHIGAN LANGUAGE ASSESSMENT" (https://michiganassessment.org/test-ta
kers/tests/met/). CaMLA. Retrieved 9 August 2019.
79. "ECPE" (https://michiganassessment.org/teachers/ecpe/). CaMLA. Retrieved
9 August 2019.
80. "Trinity College London - Integrated Skills in English (ISE)" (http://www.trinitycolleg
e.co.uk/ISE).
81. "Trinity College London - Graded Examinations in Spoken English (GESE)" (http://
www.trinitycollege.co.uk/GESE).
82. "Trinity College London - Spoken English for Work (SEW)" (http://www.trinitycolleg
e.co.uk/SEW).
1. Because the JLPT is two thirds reading and one third listening comprehension (neither writing nor speaking is tested), there is no clear relation between overall CEFR level
and JLPT level. Especially the distinction whether or not a test taker's native language uses Kanji or not has high impact on the JLPT level passable at a given overall CEFR
level.
Works cited
Jean-Claude, Bertin (2010). Second Language Distance Learning and Teaching: Theoretical Perspectives and Didactic Ergonomics: Theoretical Perspectives and Didactic
Ergonomics (https://books.google.com/books?id=-F4e-yGX5h4C). IGI Global. ISBN 978-1-61520-708-4.
External links
Media related to Common European Framework of Reference for Languages at Wikimedia Commons
Retrieved from "https://en.wikipedia.org/w/index.php?title=Common_European_Framework_of_Reference_for_Languages&oldid=924191232"
This page was last edited on 2 November 2019, at 11:15 (UTC).
Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy.
Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization.
83. Knox, Terry (10 October 2018). "Comparing Cambridge English Qualifications to
other exams" (https://support.cambridgeenglish.org/hc/en-gb/articles/202838386-C
omparing-Cambridge-English-Qualifications-to-other-exams). Cambridge
Assessment English. Retrieved 20 November 2018.
84. https://www.eiken.or.jp/eiken/en/research/comparison-table.html
85. "Archived copy" (https://web.archive.org/web/20130921060148/http://www.xunta.e
s/linguagalega/arquivos/ORDE_CELGA_30.07.07.pdf) (PDF). Archived from the
original (http://www.xunta.es/linguagalega/arquivos/ORDE_CELGA_30.07.07.pdf)
(PDF) on 21 September 2013. Retrieved 2013-09-20.
86. "Relation between JFS-based evaluation and JLPT pass or fail determination" (http
s://jfstandard.jp/pdf/jfs_jlpt_diagram2017(english).pdf) (PDF). The Japan
Foundation. April 2017. Retrieved 5 October 2019.
87. "JF日本語教育スタンダードに基づいた評価と日本語能力試験の合否判定との関係
最終報告書" (https://jfstandard.jp/pdf/jfs_jlpt_report2017.pdf) (PDF). The Japan
Foundation. April 2017. pp. 8–9. Retrieved 5 October 2019.
88. "About the JFT-Basic｜JFT-Basic Japan Foundation Test for Basic Japanese" (http
s://www.jpf.go.jp/jft-basic/e/about/index.html#se05). www.jpf.go.jp. Retrieved
1 November 2019.
89. "Certificate of Dutch as a Foreign Language" (https://web.archive.org/web/2013022
6082623/http://www.cnavt.org/files/alg.folder_EN.pdf) (PDF). CNaVT. Archived
from the original (http://www.cnavt.org/files/alg.folder_EN.pdf) (PDF) on 26
February 2013. Retrieved 27 October 2013.
90. "Wat zijn de Staatsexamens NT2?" (http://www.cve.nl/item/wat_zijn_de_staatsexa
mens_nt2) (in Dutch). College voor Examens. Retrieved 26 March 2013.
91. "Egzaminy Certyfikatowe z Języka Polskiego jako Obcego" (https://web.archive.or
g/web/20150730223125/http://www.certyfikatpolski.pl/pl/oegzaminie). Archived
from the original (http://www.certyfikatpolski.pl/pl/oegzaminie) on 30 July 2015.
Retrieved 4 August 2015.
92. "Centro de Avaliação de Português Língua Estrangeira" (https://web.archive.org/w
eb/20120614155552/http://ww3.fl.ul.pt/caple/default.aspx). Archived from the
original (http://ww3.fl.ul.pt/caple/default.aspx) on 14 June 2012. Retrieved
4 September 2012.
93. "Certificado de Proficiência em Língua Portuguesa para Estrangeiros" (http://celpe
bras.inep.gov.br/inscricao/default.aspx). Retrieved 4 September 2012.
94. "TKRI Overview" (https://web.archive.org/web/20121221020915/http://trki.org/tkri-o
verview.php). Archived from the original (http://trki.org/tkri-overview.php) on 21
December 2012. Retrieved 22 November 2012.
95. "Descripción – Diplomas de Español Como Lengua Extranjera" (http://diplomas.cer
vantes.es/es/informacion/descripcion_dele.html). Instituto Cervantes. Retrieved
19 August 2011.
96. "Türkçe Yeterlik Sınavı (TYS)" (http://www.turkcesinavi.com/). Yunus Emre
Institute. Retrieved 10 March 2017.
97. "Archived copy" (https://web.archive.org/web/20150926135105/http://www.lnu.edu.
ua/test-dpt/index.php?lang=ua&id=levels). Archived from the original (http://www.ln
u.edu.ua/test-dpt/index.php?lang%3Dua%26id%3Dlevels) on 26 September 2015.
Retrieved 2014-02-17.
98. de Jong, John H.A.L. "Unwarranted Claim about CEF Alignment of some
International English Language Tests — Pearson" (http://www.ealta.eu.org/confere
nce/2009/docs/friday/John_deJong.pdf) (PDF). Ealta.eu.org. Retrieved 15 July
2017.
99. Raphael Poss. "A CEFR-like approach to measure programming proficiency" (htt
p://science.raphael.poss.name/programming-levels.html). Retrieved 18 July 2014.