Common European Framework of References for Languages:

1. Common European Framework of References for Languages: Learning, Teaching, Assessment (CEFR) Ms Helen Zadourian

2. What is CEFR? • Developed through a process of scientific research and wide consultation, [the CEFR] provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner. • It is the result of extensive research and ongoing work on communicative objectives, as exemplified by the popular 'Threshold level' concept. • The Common European Framework of Reference (CEFR) provides a basis for the mutual recognition of language qualifications, thus facilitating educational and occupational mobility. It is increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates. Council of Europe(www.coe.int)

3. Development • In 1991 the Swiss Federal Authorities held an Intergovernmental Symposium in Rüschlikon, Switzerland, on "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification". This symposium found that a common European framework for languages was needed to improve the recognition of language qualifications and help teachers co-operate, eventually leading to improved communication and cooperation among language teachers in Europe. • As a result of the symposium, the Swiss National Science Foundation set up a project to develop levels of proficiency, to lead on to the creation of a "European Language Portfolio" - certification in language ability which can be used across Europe.

4. Theoretical Background • The CEFR adopts an action-oriented approach that can be traced back to theoretical proposals made by philosophers of language such as Ludwig Wittgenstein in the 1950s and sociolinguists such as Dell Hymes. The approach regards language users as social agents who develop general and particular communicative competences while trying to achieve their everyday goals. • The CEFR divides general competences in knowledge (Descriptive knowledge), skills, and existential competence with particular communicative competences in linguistic competence, sociolinguistic competence, and pragmatic competence.

5. Theoretical Background • General and particular communicative competences are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public, and personal. • A language user can develop various degrees of competence in each of these domains and to help describe them the CEFR has provided a set of Common Reference Levels.

6. Divisions • The Common European Framework divides learners into three broad divisions which can be divided into six levels: • A Basic User A1 Breakthrough or beginner A2Waystage or elementary • B Independent User B1 Threshold or intermediate B2 Vantage or upper intermediate • C Proficient User C1 Effective Operational Proficiency or advanced C2 Mastery or proficiency • The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.