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Common European Framework of Reference for Languages (CEFR): Learning, Teaching, Assessment

Explore the Common European Framework of Reference for Languages (CEFR) as a comprehensive tool for language learning, teaching, and assessment. Understand the three levels of proficiency and how they align with various language skills and competences. Discover the importance of CEFR in creating transparent language syllabuses, curriculum guidelines, and assessments. Learn how to apply the CEFR tools effectively in setting goals, planning materials, and evaluating language proficiency. Accessible in 38 languages, CEFR serves as a valuable resource for education and career mobility across Europe.

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Common European Framework of Reference for Languages (CEFR): Learning, Teaching, Assessment

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  1. Common European Framework of Reference for Languages (CEFR):Learning, Teaching, Assessment Nuppu Tuononen Palmenia Centre for ContinuingEducation 9.8.2013

  2. Language as a lake

  3. CEFR - What is it? • Acommon basis, a scale for the explicit description of objectives, content and methods in second or foreignlanguage education. • A guideline, a framework of referencehas three principal dimensions: • language activities, • the areas in which they occur, • and the competences on which we draw when we engage in them; • Emphasizes the use of language, skills and competence • Describes in great detail what a language learner should be able to do at a particular level of proficiency, the so-called can-do-statements.

  4. Whywasitdeveloped? • The need of a transparent, coherent and comprehensive basis for the elaboration of • language syllabuses and curriculum guidelines, • the design of teaching and learning materials, • and the assessment of foreign language proficiency. • as a result of the IntergovernmentalSymposium 1991, a project to develop levels of language proficiency was started • the aim was a certification in language ability which can be used across Europe (“EuropeanLanguage Portfolio”) • puttogetherby the Council of Europe as apart of Language Learning for European Citizenshipproject • result of over twenty years of research • available in 38 languages • usedwidely in Europe and increasingly in othercountries as well

  5. How to use the tools?

  6. Language skills • Five different skills are distinguished: reading, writing, listening, spoken production, spoken interaction. • The stairsarewide: everyonehastheirownlanguageprofile • Reading? Writing? Speaking? Listening? Grammar? Vocabulary?

  7. Three levels C Proficient User C2 Mastery or proficiency C1Effective Operational Proficiency or advanced B Independent User B2Vantage or upper intermediate B1Threshold or intermediate A Basic User A2 Waystage or elementary A1 Breakthrough or beginner

  8. Stairs to climbup

  9. How to useit? Learning • language is seen as a mean of communicationinstead of just knowledge, system and rules • awareness of differentareas of language, differentsubskills and varietythatselflearnerhas to gain and develop for herself an action-orientedselfassesmenttool • understanding of wide-rangingnature of bothlanguagelearners and learningenvironments • fromreceptiveskills to productiveskills how to buildupdifferentmuscles and set goals

  10. How to useit? Teaching – tool for • planningmaterials, teachingmethods and contents of a course • settinggoalsfor groups and individuals • guidanceand support • comparingsecond/foreign language curricula, textbooks, courses and exams

  11. How to useit? Assessment • a basis for assess language skills on different areas of language • receptive skills - productive skills • reading, listening, writing, speaking • A tool to assess and evaluate curricula, textbooks, courses and various exams – are we teaching what we are expecting students to learn? • Based on empirical research: it is possible to compare tests and examinations across languages and national boundaries

  12. CEFR – threelevels Basic User (A1 and A2) IndependentUser (B1 and B2) Proficient User (C1 and C2) • provides a basis for recognising language qualifications and thus facilitating educational and occupational mobility. • National Language CertificateTestsarebased on CEFR  entranceexams, requirements at labour market • Basic (1–2), intermediate (3–4) and advancedlevel (5–6) • Foursubtests and fourgrades: textcomprehension 4, listeningcomprehension 4, speaking 4, writing 3

  13. National Language Certificate in everyday life • Examples of languageskillrequirementsfor citizenship, schools, jobs and positions: • For citizenshiplevel 3 = B1 • MostUniversityMaster’sDegreeProgramsrequireadvancedlevel 5 = C1 • Positionsthatrequireprofessionallanguageuselevel 5, 6 = C1, C2 • Levels A1-A2 areusedmore in foreignlanguagelearning (for example in schoolsor for shortlanguagecourses)

  14. A couple of usefullinks http://www.ets.org/toefl/institutions/scores/compare/ • TOEFL score and CEF compared http://dannyslife.egloos.com/11387  Levels in English and in Korean!

  15. Sourcesfor furtherstudy and use Councilof Europe: Education and Languages, Language Policy (Councilof Europe), 2012. http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp Europeanlevels – selfassessmentgrid(Council of Europe), 2012. http://eeas.europa.eu/delegations/jed/docs/jpd_european_language_levels.pdf Common European Framework of References for Languages: Learning, teaching, assessment (Council of Europe), 2012. http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/Overview_CEFRscales_EN.pdf

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