The CEFRHow can we benefit by knowing it?
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What it really means by the CEFR
In this workshop, we will look at
Sample ‘can-do’ descriptors
Which CEFR level
Benefits of knowing the CEFR
Mapping EF courses to the CEFR
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What it really means by the CEFR
Sample ‘can-do’ descriptors
Which CEFR level
Benefits of knowing the CEFR
Mapping EF courses to the CEFR
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What it really means by the CEFR
1 What it really means by the CEFR
Quick Quiz
The CEFR is
A. a language testing systemB. a body for language researchC. a language frameworkD. a linguistic book
1 What it really means by the CEFR
Quick Quiz
T or F
The CEFR is put together by the UNESCO (United Nations Educational, Scientific and Cultural Organisation).
1 What it really means by the CEFR
Quick Quiz
It took ____ to develep the CEFR.
A. 5 yearsB. 10 yearsC. 15 yearsD. 50 years
1 What it really means by the CEFR
What the CEFR is ... and what it is not (I)
Common European Framework of Reference
published by the CoE (Council of Europe)
six reference levels
C1
C2Proficient user
Mastery
Effective operational proficiency
Threshold
VantageIndependent user
B2
B1
Waystage
A1
A2
BreakthroughBasic user
1 What it really means by the CEFR
What the CEFR is ... and what it is not (II)
international standard
seal of approval
language-specific
context-specific
non-compulsory nature
open to multimodality and adaptation
language-neutral
context-free
1 What it really means by the CEFR
A brief history of the CEFR (I)
Dates back to the 1970s and beyond
Direct outcome of 10 years of discussions, meetings and consultation.
Coincided with fundamental changes in language teachinggrammar-translation method → functional/notional approach and the
communicative appoach
A need for a common international framework for language learning
co-operation among educational institutions
help learners, teachers, course designers, etc.
basis for mutual recognition of language qualifications
1 What it really means by the CEFR
A brief history of the CEFR (II)
1960s and 1970s: emergence of the functional/notional approachThe CoE's Modern Languages projects started in the 1960s.Publication of the Threshold level (1975) and the Waystage level (1977).
1980s: the communicative approachCommunicative approach became established.Greater emphasis was placed on productive skills.
1990s: the developmen and convergence of the FrameworkThe Rüschlikon Symposium recommended the developmentof the CEFR (1991).
2000s: publication of the Framework and its toolkitFinal draft was published simultaneously in English and French (2001).The CEFR was translated into at 37 languages (2011).
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Sample ‘can-do’ descriptors
2 Sample "can-do" descriptors
How to read the CEFR
The action-oriented approach.
Can-do statement
Two main dimensions
vertical: progression along the learning continuum
horizontal: communicative activities, communication strategies,
language competence
2 Sample "can-do" descriptors
C2
C1
B2
B1
A2
A1
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 understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation.
Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
Can understand with ease virtually everything heard or read.
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
Global scale
Illustrative scales
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Which CEFR level
3 Which CEFR level?
C1
C2Proficient user
Mastery
Effective operational proficiency
Threshold
VantageIndependent user
B2
B1
Waystage
A1
A2
BreakthroughBasic user
3 Which CEFR level?
3 Which CEFR level?
Listening comprehensionC2: can follow specialised lectures and presentations employing a high degree of colloquialism, regional
usage or unfamiliar terminology.
C1: can understand complex technical information, such as operating instructions, specifications for familiar
products and services.
B2: can follow the essentials of professional presentation which are propositionally and linguistically
complex.
B1: can follow a talk within his/her field, provided the subject matter is familiar and the presentations is
straightforward and clearly.
A2: can catch the main point in short, clear, simple messages and announcement.
A1: can understand instructions addressed carefully and slowly to him/her and follow short, simple
directions.
3 Which CEFR level?
Overall reading comprehensionC2: can understand a wide range of long and complex texts, appreciating subtle distinctions of style and
implicit as well as explicit meaning.
C1: can understand in detail length, complex texts, whether or not they relate to his/her own area of
speciality, provided he/she can reread difficult sections.
B2: can read with a large degree of independence, adapting style and speed of reading to different texts
and purposes.
B1: can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory
level of comprehension.
A2: can understand short, simple texts on familiar matters of a concrete type which consist of high
frequency everyday or job-related language.
A1: can understand very short, simple texts a single phrase at a time, picking up familiar names, words and
basic phrases and rereading as required.
3 Which CEFR level?
Spoken interaction - conversationC2: can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a
full social and personal life.
C1: can use language flexibly and effectively for social purposes, including emotional, allusive and joking
usage.
B2: can convey degrees of emotion and highlight the personal significance of events and experiences.
B1: can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.
A2: can generally understand clear, standard speech on familiar matters directed at him/her, provided
he/she can ask for repetition or reformulation from time to time.
A1: can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type,
delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.
3 Which CEFR level?
Written interaction - correspondenceC2: no descriptor available
C1: can express him/herself with clarity and precision in personal correspondence, using language flexibly
and effectively, including emotional, allusive and joking usage.
B2: can write letters conveying degrees of emotion and highlighting the personal significance of events and
experiences and commenting on the correspondent’s news and views.
B1+: can write personal letters giving news and expressing thoughts about abstract or cultural topics such
as music, films.
B1-: can write personal letters describing experiences, feelings and events in some detail.
A2: can write very simple personal letters expressing thanks and apology.
A1: can write a short simple postcard.
3 Which CEFR level?
Interaction strategies - compensatingC2: can substitute an equivalent term for a word he/she can’t recall so smoothly that it is scarcely noticeable.
C1: no descriptor available
B2: can use circumlocution and paraphrase to cover gaps in vocabulary and structure.
B1+: can define the features of something concrete for which he/she can’t remember the word.
B1-: can use a simple word meaning something similar to the concept he/she wants to convey and invites
“correction”.
A2+: can use an inadequate word from his/her repertoire and use gestures to clarify what he/she wants to
say.
A2-: can identify what he/she means by pointing to it (e.g. “I’d like this, please.”)
A1: no descriptor available
3 Which CEFR level?
Vocabulary controlC2: consistently correct and appropriate use of vocabulary.
C1: occasionally minor slips, but no significant vocabulary errors.
B2: lexical accuracy is generally high, though some confusion and incorrect word choice does occur without
hindering communication.
B1: shows good control of elementary vocabulary but major errors still occur when expressing more
complex thoughts or handling unfamiliar topics and situations.
A2: can control a narrow repertoire dealing with concrete everyday needs.
A1: no descriptor available
3 Which CEFR level?
"Omni rosae, spina."
Certain contexts are less well elaborated, e.g. young learners.developed with adults in mind
not take into account the cognitive stages
Not cater for all the learning diversity in terms of quantity and quality.Learner 1: can only do a few things in terms of quantity but with high linguistic
quality;
Learner 2: can do many things in terms of quantity but with low linguistic quality.
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Mapping EF courses to the CEFR
4 Mapping EF courses to the CEFR
Self-access
4 Mapping EF courses to the CEFR
CEFR Levels
A0 A1 A2 B1 B2 C1
High Flyers
C D E F G H I J
Trailblazers
1 2 3 4 5 6 7 8
Frontrunner
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Alignment with the CEFR
4 Mapping EF courses to the CEFR
NHF C
Learn how to write before learning writing – A0
4 Mapping EF courses to the CEFR
NHF I
Can understand simple instructions about time and place – A2
4 Mapping EF courses to the CEFR
NTB 3
Can understand simple instructions about time and place – A2
4 Mapping EF courses to the CEFR
FR 3
Can write simple instructions about time and place – A2
12345 Benefits of knowing the CEFR
5 Benefits of knowing the CEFR
Group discussion
5 Benefits of knowing the CEFR
My point of view
Student achievementmonitor and evaluate the progress
compare levels among students
direct towards CEFR-aligned qualifications (e.g. IELTS, TOEFL)
Student autonomyhelp to orient themselves and set goals
Parent feedbackProgress report
PTM, consultation: “Goal Map”
5 Benefits of knowing the CEFR
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The CEFR and benchmarking language abilities
Summary
Action-oriented descriptors
The six levels of the CEFR
Using the CEFR in the classroom
EF courses aligning with the CEFR
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Using the CEFR: Principles of Good Practice Link
Useful resources
Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) Link
Thank You!Chengru Xie @GZ1