CEFR

FAMILIARISATION TRAINING

CEFR regional and world

impact
Educational language policy in China, Hong Kong, Japan, Korea,
Philippines, Taiwan, Thailand, Singapore and Vietnam is aligned to the
CEFR
Countries in South America (Chile, Colombia, Argentina), the
Middle East (Bahrain, Qatar) and Africa (Egypt) are incorporating the
CEFR into their educational systems
Even countries which have developed their own language frameworks,
such as Canada and the USA, are beginning to utilise the CEFR or identify
ways of bringing their own frameworks and the CEFR together.
All of the following countries have undertaken CEFR-related projects:
Albania, Armenia, Austria, Bulgaria, Croatia, Czech Republic, Cyprus,
Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Israel,
Italy, Lebanon, Lithuania, Macedonia, Moldova, Netherlands, New Zealand, Norway, Mexico,
Poland, Portugal, Russia, Serbia, Slovakia, Slovenia, Spain, Sweden, Turkey, Ukraine

Translated into 40 languages

Terminology
CEFR

Common European Framework

of Reference

CEF

Common European Framework

(of reference)

CFR

Common Framework of

Reference

WHAT IS THE CEFR AND WHY IS IT

USEFUL?

 need to create a comprehensive, transparent and coherent basis of

understanding as to what being able to use a language at different levels
means, regardless of language or location of instruction
growth in European Union membership and processes of integration and
movement
increased mobility of people and need for mutual recognition of language
qualifications obtained from different institutions and from different
countries
developments in language learning: from grammar translation to
functional, notional, communicative approaches

Aims of the CEFR

to describe in a comprehensive way what language
learners have to learn to do in order to use a language for
communication and what knowledge and skills they have to
develop so as to be able to act effectively.
to provide a common basis for the elaboration of language
syllabuses, curriculum guidelines, examinations and
textbooks.
to define levels of proficiency which allow learners
progress to be measured at each stage of learning and on a
life-long basis

THE CEFR:
VIEW OF LANGUAGE LEARNING AND THE SIX
REFERENCE LEVELS

The CEFR: Two focuses

CEFR presents the view of communication
as the goal of language learning
CEFR provides a descriptive framework of
levels of language proficiency, enabling all
languages and contexts of learning of what it
means to master a language at a given level

the CEFRs action-oriented / can-do

approach
Handout 2

Defining key notions in the

CEFR

The core view of language learning in the CEFR is that learning a language is essentially
a process of learning to use language to perform communicative acts - either in
social contexts with others or in private contexts in communicating with ourselves.
These are shaped by the different forms of language activity of which they are
comprised, which can be described in terms of four broad categories: reception,
production, interaction and mediation. The process of engaging with texts - spoken or
written - in these different ways requires language users to draw on a range of
communicative language competences (linguistic, socio-linguistic, pragmatic) to
negotiate communication with flexibility in a variety of contexts. Performing tasks in
different contexts, to the extent that these tasks are not routine or automatic and
subject to different conditions and constraints, will require learners to use
different strategies for their successful completion. It is this broad conception of
language use and emergent communicative competences that underpins the action-

oriented approach to language teaching and learning embodied in the CEFR.

A six level framework

Proficient user

Independent
user
Basic user

The Global Scale

Pro

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 more complex situations.

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, well-structured, detailed text on complex subjects,
showing controlled use of organisational patterns, connectors and cohesive devices.

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.

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.

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.

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.

fici
ent
Use
r

Ind
epe
nde
nt
Use
r
Bas
ic
Use
r

Global Scale: Activity

Pro

C2

fici
ent
Use

C1

Ind

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.

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.

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.

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.

epe
nde
nt
Use
r
Bas
ic
Use
r

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 more complex
situations.
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, well-structured, detailed text on
complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Cambridge Baseline
2013

Participants
5.2m students,
10,000 schools,
70,000 teachers

End of Pre-school,
Year 6, Form 3, Form
5, Form 6

Results by state,
school type,
location, grade,
Two-stage
stratified
gender
sample design

16 states, 426
schools, 20,000+
students, 1,000+
teachers

Schools, classes and

students randomly
selected to create a
representative
sample

41 schools, 78
classes visited;
Speaking tests,
classroom
observations,
interviews

Methodology

Comprehensive: pre-school to preuniversity

Comprehensive: learning, teaching,
assessment
Evidence-based
Mixed-method
International standards

Students: language levels, 4 skills

Teachers: language levels, 4 skills
Teachers: teaching knowledge
Teachers: teaching practice
National curricula, assessments, and learning
materials reviewed
Questionnaires, interviews

Student language levels

Form 6

At A2/B1

Form 5

At A2

Form 3

At A2

41% at A1/A2 and below; 53% at B1/B2; 6% at

C1/C2
55% at A1/A2 and below; 43% at B1/B2; 2% at
C1/C2
12% below A1, 57% at A1/A2, 30% at B1/B2;
1% at C1/C2

Year 6

At A1

32% below A1, 56% at A1/A2, 13% at B1/B2

Preschool

Below
A1

78% below A1, 22% at A1/A2

Achievement gaps
53%

Urban schools perform best

34%
24%

11%
2%

1%

Female students outperform boys

49%
39%

17%

20%

Science specialists outdo those in

Arts
1%

2%

Students: weakest skill is speaking

Speaking emerged as the weakest skill for students at all
school grades
Students reported that they would most like to improve their
Speaking skills

Attitudinal and background factors

Students report that they enjoy learning

English
However, not all students recognise the
importance of English
Learners report that they rarely use English in the
classroom
Learners have little exposure to English outside
the classroom
English-speaking parents have
positive impact

SPEAKING: PRODUCTION AND

INTERACTION SCALES

STEPHEN KRASHEN'S THEORY OF

SECOND LANGUAGE ACQUISITION

 "Language acquisition does not require extensive use of conscious grammatical rules,
and does not require tedious drill." Stephen Krashen
"Acquisition requires meaningful interaction in the target language - natural
communication - in which speakers are concerned not with the form of their utterances
but with the messages they are conveying and understanding." Stephen Krashen
"The best methods are therefore those that supply 'comprehensible input' in low
anxiety situations, containing messages that students really want to hear. These
methods do not force early production in the second language, but allow students to
produce when they are 'ready', recognizing that improvement comes from supplying
communicative and comprehensible input, and not from forcing and correcting
production." Stephen Krashen
"In the real world, conversations with sympathetic native speakers who are willing to
help the acquirer understand are very helpful." Stephen Krashen

The Role of Grammar in Krashen's View

According to Krashen, the study of the structure of the language can have general
educational advantages and values that high schools and colleges may want to include in
their language programs. It should be clear, however, that examining irregularity,
formulating rules and teaching complex facts about the target language is not language
teaching, but rather is "language appreciation" or linguistics.
The only instance in which the teaching of grammar can result in language acquisition (and
proficiency) is when the students are interested in the subject and the target language is
used as a medium of instruction. Very often, when this occurs, both teachers and students
are convinced that the study of formal grammar is essential for second language
acquisition, and the teacher is skillful enough to present explanations in the target language
so that the students understand. In other words, the teacher talk meets the requirements
for comprehensible input and perhaps with the students' participation the classroom
becomes an environment suitable for acquisition. Also, the filter is low in regard to the
language of explanation, as the students' conscious efforts are usually on the subject
matter, on what is being talked about, and not the medium.
This is a subtle point. In effect, both teachers and students are deceiving themselves. They
believe that it is the subject matter itself, the study of grammar, that is responsible for the
students' progress, but in reality their progress is coming from the medium and not the
message. Any subject matter that held their interest would do just as well.

FLUENCY VS ACCURACY
MEANING VS FORM?

Phonological scale
C1

Can vary intonation and place sentence stress correctly in order to

express finer shades of meaning.

B2

Has acquired a clear, natural, pronunciation and intonation.

B1

Pronunciation is clearly intelligible even if a foreign accent is

sometimes evident and occasional mispronunciations occur.

A2

A1

Pronunciation is generally clear enough to be understood despite a

noticeable foreign accent, but conversational partners will need to ask
for repetition from time to time.
Pronunciation of a very limited repertoire of learnt words and phrases
can be understood with some effort by native speakers used to dealing
with speakers of his/her language group.

Core methodology
The CEFR does not advocate or promote any
particular teaching methodology. The CEFR
emphasises language use. This implies:
1. Conducting lessons using the target language
2. Interacting for communicative purposes
3. Using tasks which support learning
4. Scaffolding input and modifying teacher
language
5. Resolving misunderstandings and negotiating
meaning in the target language
6. Making the target language the means as well
as the focus of lessons

Developing learning-oriented
assessment practices
Basic principles
school learning proceeds within a community it is a social process
learning concerns personal development, consisting in attitudes,
dispositions and skills which are key to present and future learning
teaching goals and assessment goals must be closely aligned to
specific desirable outcomes (communicative ability in the case of
languages)
language learning concerns the purposeful use of language to
communicate personally significant meanings
tasks must have interactional authenticity, that is, learners must
engage with the task at hand, not the winning of positive appraisal
of performance
evidence drawn from classroom interaction if systematically
Handout 18
recorded could be usefully fed back to promote further learning

Put the learner at the centre

Using a
framewor
k of
reference
(e.g.
CEFR)

CEFR: WRITING

TOWARDS A WRITING CONSTRUCT

C2

Overall written production

scale
Can write clear, smoothly
flowing, complex texts in an
appropriate and effective style and a logical structure which
helps the reader to find significant points.

C1 Can write clear, well-structured texts of complex subjects,

underlining the relevant salient issues, expanding and
supporting points of view at some length with subsidiary
points, reasons and relevant examples, and rounding off with
an appropriate conclusion.
B2

Can write clear, detailed texts on a variety of subjects related

to his/her field of interest, synthesising and evaluating
information and arguments from a number of sources.

B1

Can write straightforward connected texts on a range of

familiar subjects within his field of interest, by linking a series
of shorter discrete elements into a linear sequence.

A2

Can write a series of simple phrases and sentences linked

with simple connectors like and, but and because.

A1

Can write simple isolated phrases and sentences.

CEFR: READING

TOWARDS A READING CONSTRUCT

Reading for information and

argument

C2

as in C1

C1

Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional
or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions

B2

Can obtain information, ideas and opinions from highly specialised sources within his/her field.
Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to
confirm his/her interpretation of terminology.
Can understand articles and reports concerned with contemporary problems in which the writers adopt
particular stances or viewpoints.

B1

Can identify the main conclusions in clearly signalled argumentative texts. Can recognise the line of argument
in the treatment of the issue presented, though not necessarily in detail.
Can recognise significant points in straightforward newspaper articles on familiar subjects.

A2

Can identify specific information in simpler written material he/she encounters such as letters, brochures
and short newspaper articles describing events.

A1

Can get an idea of the content of simpler informational material and short simple descriptions,
especially if there is visual support.

English Vocabulary Profile

(EVP)

http://www.englishprofile.org

Handout 27

THE END
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