Common European Framework Of Reference For Languages

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Introduction

Definition: The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability.
Purpose: It aims to provide a method of learning, teaching, and assessing that applies to all languages in Europe.
Scale: The CEFR describes language ability on a six-point scale, from A1 for beginners to C2 for those who have mastered a language.
History: Established by the Council of Europe between 1986 and 1989, it was part of the 'Language Learning for European Citizenship' project.
Adoption: Widely accepted across Europe and increasingly in other countries for grading language proficiency.
Levels: The six levels are A1, A2, B1, B2, C1, and C2, grouped into three broad levels: Basic User (A1-A2), Independent User (B1-B2), and Proficient User (C1-C2).
Descriptors: Each level is defined through 'can-do' descriptors that specify progressive mastery of each skill.

A1 (Breakthrough): Can understand and use familiar everyday expressions and very basic phrases.
A2 (Waystage): Can understand sentences and frequently used expressions related to areas of most immediate relevance.
B1 (Threshold): Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
B2 (Vantage): Can understand the main ideas of complex text on both concrete and abstract topics.
C1 (Advanced): Can understand a wide range of demanding, longer clauses and recognize implicit meaning.
C2 (Mastery): Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

Establishment: The CEFR was established by the Council of Europe between 1986 and 1989.
Project: It was part of the 'Language Learning for European Citizenship' project.
Resolution: In November 2001, a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability.
Development: The first specification of the 'threshold level' was formulated for the English language in 1975, followed by French in 1976.
Evolution: The levels were extended to cover specifications lying immediately below and above the threshold level.

Learning: Provides a method of learning that applies to all languages in Europe.
Teaching: Aims to improve clarity for teachers and educational institutions.
Assessment: Used to evaluate candidates' language proficiency.
Standardization: Helps in standardizing language qualifications across Europe.
Employers: Makes it easier for employers to evaluate language qualifications of candidates.

Definition: The CEFR levels are defined through 'can-do' descriptors.
Purpose: These descriptors specify progressive mastery of each skill.
Skills: Descriptors cover various skills such as reading, writing, listening, and speaking.
Flexibility: They are created without reference to any specific language, ensuring broad applicability.
Examples: For instance, a B1 level descriptor is 'Can produce simple connected text on topics that are familiar or of personal interest.'

Europe: Widely used across Europe in both public and private language teaching.
Asia: Adoption is growing in countries like Japan, Malaysia, and Vietnam.
Latin America: Some countries are adopting the CEFR in their education systems.
Standardization: Many standardized tests now provide CEFR level equivalents.
Institutions: Used by educational institutions and employers to evaluate language proficiency.

Breadth: Criticized for the broadness of its levels.
Sub-levels: Teachers often need to break down each level into smaller sub-levels for practical teaching.
Non-European Countries: Some countries with existing language assessment tests see no value in switching to the CEFR.
Alignment: Difficulty in aligning the CEFR with existing teaching programs and assessment tests.
Practicality: The wide range of skills within each level can make it challenging to design lessons and assessments.