Common European Framework of Reference for Languages (CEFR)

WHAT IS THE COMMON EUROPEAN FRAMEWORK?

The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively.

The Common European Framework of Reference for Languages (CEFR) has been produced by the Council of Europe and it aims to provide a comprehensive, transparent and coherent framework for language teaching.

The Framework also denes levels of prociency which allow learners Progress to be measured at each stage of learning and on a life-long basis.

ITS HISTORY...

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

THE CEFRS ACTION-ORIENTED APPROACH

We use language to perform communicative acts which may be external and social (communicating with other people) or internal and private (communicating with ourselves) When we perform communicative acts we use strategies to make the most appropriate and effective use of our linguistic resources Language learning is, or should be, a kind of language use The action-oriented approach thus implies a task-based approach to language teaching and learning

PROFICIENCY DEFINED BY CAN DO DESCRIPTORS

The

Global Scale is based on a set of statements that describe what a learner can do. The can do statements are always positive: they describe what a learner is able to do, not what a learner cannot do or does wrong. This helps all learners, even those at the lowest levels, see that learning has value and that they can attain language

THE CEFRS COMMON REFERENCE LEVELS

The

Common European Framework divides learners into three broad divisions which can be divided into six levels:

LEVELS
A Basic Speaker A1 Breakthrough or beginner A2 Waystage or elementary B Independent Speaker B1 Threshold or pre-intermediate B2 Vantage or intermediate C Proficient Speaker C1 Effective Operational Proficiency or upper intermediate C2 Mastery or advanced

Self-assessment grid (CEF and standard adult passport)

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

A1 ;

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A2 ;

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). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

B1 ;

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

B2 ;

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible 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.

C1 ;

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, wellstructured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

C2 ;

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

CercleS ELP: goal-setting and self-assessment checklists

Level B1
I can readily handle conversations on most topics that are familiar or of personal interest, with generally appropriate use of register I can sustain an extended conversation or discussion but may sometimes need a little help in communicating my thoughts I can take part in routine formal discussion on familiar subjects in my academic or professional field if it is conducted in clearly articulated speech in standard dialect I can exchange, check and confirm factual information on familiar routine and non-routine matters within my field with some confidence I can express and respond to feelings and attitudes (e.g., surprise, happiness, sadness, interest, uncertainty, indifference) I can agree and disagree politely, exchange personal opinions, negotite decisions and ideas I can express my thoughts about abstract or cultural topics such as music or films, and give brief comments on the views of others I can explain why something is a problem, discuss what to do next, compare and contrast alternatives I can obtain detailed information, messages, instructions and explanations, and can ask for and follow detailed directions I can handle most practical tasks in everyday situations (e.g., making telephone enquiries, asking for a refund, negotiating purchase) I can provide concrete information required in an interview/consultation (e.g., describe symptoms to a doctor), but with limited precision I can take some initiatives in an interview/consultation (e.g., bring up a new subject) but am very dependent on the interviewer to provide support
My next goal

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The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.

Europass Language Passport

FREQUENTLY ASKED QUESTIONS

Q1: Why a Common European Framework? I dont teach or study in Europe! Q2: Is the CEF a teaching methodology? Q3: There is no specific grammar or vocabulary in the CEF can do statements. Does this mean that grammar shouldnt be taught if we use the CEF as a basis?

REFERENCES
http://digm.meb.gov.tr www.coe.int www.coe.int/t/dg4/linguistic/default_EN.asp? www.ecml.at http://adp.meb.gov.tr

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