The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) was created by the Council of Europe to provide ‘a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe’ (2001a:1). It was envisaged primarily as a planning tool whose aim was to promote ‘transparency and coherence’ in language education. The CEFR is often used by policy-makers to set minimum language requirements for a wide range of purposes. It is also widely used in curriculum planning, preparing textbooks and many other contexts. It can be a valuable tool for all of these purposes, but users need to understand its limitations and original intentions. It was intended to be a ‘work in progress’, not an international standard or seal of approval. It should be seen as a general guide rather than a prescriptive instrument and does not provide simple, ready-made answers or a single method for applying it. The CEFR is useful to you if you are involved in learning, teaching or assessing languages. We have aimed this booklet at language professionals such as teachers and administrators rather than candidates or language learners. It is based on Cambridge ESOL’s extensive experience of working with the CEFR over many years. The CEFR is a comprehensive document, and as such, individual users can find it difficult to read and interpret. The Council of Europe has created a number of guidance documents to help in this interpretation. Helping you find your way around the CEFR and its supporting documents is one of our key aims in creating Using the CEFR: Principles of Good Practice. If you want a brief overview of the CEFR read Section 1 of this booklet. If you are a teacher or administrator working in an educational setting and would like guidance on using and interacting with the CEFR then reading Section 2 will be useful to you. If you want to find out about how Cambridge ESOL works with the CEFR then read Section 3. Each section is preceded by a page that signposts key further reading
What the CEFR is … and what it is not The CEFR is a framework, published by the Council of Europe in 2001, which describes language learners’ ability in terms of speaking, reading, listening and writing at six reference levels. These six levels are named as follows:
As well as these common reference levels, the CEFR provides a ‘Descriptive Scheme’ of definitions, categories and examples that language professionals can use to better understand and communicate their aims and objectives. The examples given are called ‘illustrative descriptors’ and these are presented as a series of scales with Can Do statements from levels A1 to C2. These scales can be used as a tool for comparing levels of ability amongst learners of foreign languages and also offer ‘a means to map the progress’ of learners . The scales in the CEFR are not exhaustive. They cannot cover every possible context of language use and do not attempt to do so. Whilst they have been empirically validated, some of them still have significant gaps, e.g. at the lowest level (A1) and at the top of the scale (the C levels). Certain contexts are less well elaborated, e.g. young learners. The CEFR is not an international standard or seal of approval. Most test providers, textbook writers and curriculum designers now claim links to the CEFR. However, the quality of the claims can vary (as can the quality of the tests, textbooks and curricula themselves). There is no single ‘best’ method of carrying out an alignment study or accounting for claims which are made. What is required is a reasoned explanation backed up by supporting evidence. The CEFR is not language or context specific. It does not attempt to list specific language features (grammatical rules, vocabulary, etc.) and cannot be used as a curriculum or checklist of learning points. Users need to adapt its use to fit the language they are working with and their specific context. One of the most important ways of adapting the CEFR is the production of language-specific Reference Level Descriptions. These are frameworks for specific languages where the levels and descriptors in the CEFR have been mapped against the actual linguistic material (i.e. grammar, words) needed to implement the stated competences. Reference Level Descriptions are already available for several languages
The CEFR is the result of developments in language education that date back to the 1970s and beyond, and its publication in 2001 was the direct outcome of several discussions, meetings and consultation processes which had taken place over the previous 10 years. The development of the CEFR coincided with fundamental changes in language teaching, with the move away from the grammar-translation method to the functional/notional approach and the communicative approach. The CEFR reflects these later approaches. The CEFR is also the result of a need for a common international framework for language learning which would facilitate co-operation among educational institutions in different countries, particularly within Europe. It was also hoped that it would provide a sound basis for the mutual recognition of language qualifications and help learners, teachers, course designers, examining bodies and educational administrators to situate their own efforts within a wider frame of reference. The years since the publication of the CEFR have seen the emergence of several CEFR-related projects and the development of a ‘toolkit’ for working with the CEFR. The concept of developing Reference Level Descriptions for national and regional languages has also been widely adopted. These developments and their associated outcomes will continue into the future, adding to the evolution of the Framework. In this way the CEFR is able to remain relevant and accommodate new innovations in teaching and learning.
The language skills (reading, writing, listening, spoken interaction and spoken production) are dealt with differentiates language activities for the purpose of self-evaluation. It therefore recasts the traditional Can Do statements into I Can Do statements appropriate for self-evaluation in pedagogic contexts; for example, in the case of Reading a low-level (A1) statement is: I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. whereas a high-level (C2) statement is: I can read with ease virtually all forms of the written language, including abstract,structurally or linguistically complex texts such as manuals, specialised articles and literary works.
Proficiency in English language has become a key to successful study as well successful career. Basically we have witnessed a rapid growth in the demand of English language since last 20 years and because of this many countries even though English isn’t their native language but still they have introduces different English language programs in order to attract more international students.
Different English language proficiency tests such as IELTS,TOEFL are conducted in order to test the language ability of the applicant. Based on the language ability, a permanent resident status or student visa is provided to the applicant because there is a huge impact on the applicant who doesn’t even have the ability to speak or read or have a daily interaction in any foreign country.
What do you know about international test? For example IELTS, TOEFL, TKT, TKT CLIL , CELTA and so on. If we want to teach competitive pupils our pupils should be aware of such kinds of tests because they have a great opportunity to enter some of prestigious universities in our country even in other countries abroad. Or course to prepare them for these tests at first we should train ourselves. We should learn about these tests everything. IELTS is very popular test passing which every student if he gathered enough ball he has opportunity to study abroad.
