The common european framework of reference for languages
- 1. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment DANILZA LORDUY
- 2. CEFR Developed by an international working party (John Trim, Daniel Coste, Brian North & Joe Sheils) between 1993 and 1996, followed by review and revision. Then, published in 2001, by the Council of Europe (CoE) Introduced six Common Reference Levels: A1 (lowest), A2, B1, B2, C1, C2 (highest) - often expanded to nine with A2+, B1+, and B2+ Based on earlier CoE work: especially, the Threshold Level (Van Ek, 1975) and the notional-functional approach (Wilkins, 1976)
- 3. In order to standardize language education we need standards Standards of attainment Standard terminology to describe that For: Teacher accreditation Curriculum design Student learning objectives Program evaluation Student assessment Etc. etc.
- 4. Historically we have described L2 attainment in such terms as: false beginner? intermediate learner? advanced learner? Roughly speaking, we think we know what these mean. But in reality, such labels are quite meaningless. We have no clear idea what they can do! And no clear idea what they cannot do!
- 5. And that is just talking among our colleagues Are these the same in: Taiwan? Canada? Chile? Etc. etc. Of course not! So how do they differ? Taiwanese vs Philippine intermediate? Mexican vs Indian Advanced ? Most of us have no idea at all.
- 6. In order to discuss language education … We need standard terminology: That specifies meaningful levels of attainment Across the whole ability range With precise definitions of each level That describe what learners can do In meaningful terms
- 7. The Common European Framework of Reference does just that … and more! Usually called the CEFR
- 8. First Planned at: 1991 Intergovernment Symposium, Ruschlikon, Switzerland In order to: promote and facilitate cooperation among educational institutions in different countries; provide a sound basis for the mutual recognition of language qualifications; assist learners, teachers, course designers, examining bodies and educational administrators to situate and co-ordinate their efforts
- 9. What is CEFR? A carefully developed descriptive framework with the aims to: To encourage the development oflanguage skills, so that people could be working more effectively, to examine and define what we can do with a language, to help us compare the language level of individuals from different countries in an accurate and impartial way, To encourage learner ’s autonomyand lifelong learning.
- 10. The six levels of CEFR: A Basic User A1 Breakthrough A2 Waystage B Independent User B1 Threshold B2 Vantage C Proficient User C1 Effective Operational Proficiency C2 Mastery
- 11. A scale of Common Reference levels describes learner performance at six levels (from a ‘basic’ to a ‘proficient’ user) and five kinds of skill ( listening / spoken interaction / spoken production / reading / writing ). The descriptors encourage self-assessment and have been integral to the development of the European Language Portfolio.
- 12. System Requirements: Comprehensive covers the full range of possible knowledge, skills and uses covers all dimensions on which proficiency is described needs a range of reference points on which progress can be calibrated Transparent clearly formulated, explicit, readily comprehensible Coherent - with harmonious relation between uses identification of needs determination of objectives definition of content selection or creation of material establishment of teaching and learning programs teaching and learning methods employed evaluation, testing and assessment
- 13. System Requirements (cont) Multipurpose Usable for a full variety of purposes Flexible Adaptable for different circumstances Open Capable of extension and refinement Dynamic Continuous evolution User-friendly Readily understandable Non-dogmatic not attached to any particular linguistic or educational theory
Editor's Notes
- #11: The purpose of this slide is to identify the set of common reference levels, established by the CEFR to define proficiency in the different language skills at six levels. Many countries across Europe have used these levels as a benchmark for their own curriculum and assessment. At the moment France is realigning its system for foreign language learning with the CEFR and has set as a target that pupils by the end of primary schooling should have attained level A1 and by the end of compulsory schooling have reached at least A2 in a second foreign language and B1 in the first foreign language (normally English).
- #12: This slide shows how the CEFR is structured (the six levels are described in more detail in a following slide) and how it compares to the CfE Modern languages 3-15 framework (3 levels / 4 skills) Alongside the development of the CEFR, much work has been done across Europe to develop the European Language Portfolio (ELP) as a format in which language learning and intercultural experiences of the most diverse kinds can be recorded and formally recognised.
- #15: The purpose of this slide is to show that from the earliest stages of planning the CfE Modern Languages Framework, the intention was to relate the levels of the framework to the corresponding levels of the CEFR. In the CEFR, competence at level A describes a ‘Basic User’ of the language being learned and this represents a significant level of competence. The experiences and outcomes in the CfE Modern Languages Framework have been aligned with the CEFR levels in such a way that the levels of proficiency expected at P7/S1 equates approximately to level A1 (Breakthrough) and the level expected at S3 equates to level A2 (Waystage). It would be advisable to use from the above slide the CEFR description of performance at levels A1 and A3 and consider these alongside the description of performance in Listening and Talking at 2 nd and 4 th levels in the CfE Modern languages 3-15 Framework.