The Common European Framework of Reference (CEFR): Levels and Criteria Brian North www.eurocentres.com

1. The Common European Framework of Reference • (CEFR): • Levels and Criteria • Brian North • www.eurocentres.com

2. CEFR: • Purpose • Levels • Criteria

3. Purpose: • Common Reference Levels: • Set of 6 expandable levels of proficiency • Illustrative descriptors • Illustrative samples • Tool for Reflection • Set of categories for activity and competence • Curriculum reform • Methodological implications

4. Purpose: • Common Reference Levels: • Set of 6 expandable levels of proficiency • Illustrative descriptors • Illustrative samples • Tool for Reflection • Set of categories for activity and competence • Curriculum reform • Methodological implications

5. CEFR Table 1: Global Summary Scale • One entry per level summarising the scales for Spoken & Written Reception, Interaction and Production • CEFR Table 2: Self-assessment grid • Five entries per level: for profiling Listening, Reading spoken Interaction, Spoken Production, Writing • CEFR Table 3: Sp. assessment grid example • Five entries per level: for profiling Range, Accuracy, Fluency, Coherence, Interaction • CEFR Scales and sub-scales • 54 scales in a hierarchical structure Common Reference Levels

6. CEFR Table 1: Global Summary Scale • One entry per level summarising the scales for Spoken & Written Reception, Interaction and Production • CEFR Table 2: Self-assessment grid • Five entries per level: for profiling Listening, Reading spoken Interaction, Spoken Production, Writing • CEFR Table 3: Qualities of Spoken Language • Five entries per level: for profiling Range, Accuracy, Fluency, Coherence, Interaction • CEFR Scales and sub-scales • 54 scales in a hierarchical structure Common Reference Levels

7. Common Reference Levels: Table 3

8. The point at which the learner can: • interact in a simple way • ask and answer simple questions about themselves • respond to statements in areas of immediate need rather than relying purely on a rehearsed repertoire of phrases Salient Characteristics A1

9. The majority of descriptors stating social functions: • greet people, ask how they are and react to news • handle very short social exchanges • discuss what to do, where to go and make arrangements Descriptors on getting out and about: • make simple transactions in shops, banks etc. • get simple information about travel and services Salient Characteristics A2

10. Maintain interaction and get across what you want to: • give or seek personal views and opinions • express the main point comprehensibly • keep going comprehensibly, even though pausing evident, especially in longer stretches • Cope flexibly with problems in everyday life: • deal with most situations likely to arise when travelling • enter unprepared into conversations on familiar topics Salient Characteristics B1

11. Effective argument: • account for and sustain opinions in discussion by providing relevant explanations and arguments • explain a viewpoint on a topical issue giving the advantages and disadvantages of various options Holding your own in social discourse: • interact with a degree of fluency and spontaneity that makes regular interaction with native speakers possible • adjust to changes of direction, style and emphasis A new degree of language awareness: • make a note of "favourite mistakes" and monitor speech for them Salient Characteristics B2

12. Fluent, well-structured language: • good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions • express self fluently and spontaneously, almost effortlessly • produce clear, smoothly‑flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices Salient Characteristics C1

13. Precision and ease with the language: • convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices • show great flexibility reformulating ideas in differing linguistic forms to give emphasis, to differentiate and to eliminate ambiguity Salient Characteristics C2

14. Levels - Metaphors

15. Levels - Metaphors Learned Competence and Skills (cultural) Core Competence (natural language)

16. Core Competence: C2 Interpersonal

17. Learned Competence: C2 Ideational

18. Competence

19. Competence Jim Cummins (1979)

20. “Native Speaker” Genuine bilinguals Language professionals: Interpreters, translators, some university professors Highly successful learners E D2 D1 Life beyond C2 Ambilingual Proficiency Wilkins 1978 names Comprehensive C2 Operational Proficiency Adequate / Effective C1 Operational Proficiency Limited Operational B2 Proficiency Basic Operational B1 Proficiency Survival Proficiency A2 Formulaic ProficiencyA1 Bilingual Teenagers can be (above) C2 without displaying elaborated “academic” language

21. CEFR: • Purpose • Levels • Criteria

22. Criteria: • Balance • Linguistic / Pragmatic • Knowledge / Control • Purpose of Criteria • Standardisation training • Evaluation across levels • Success/failure at one level

23. Criteria: • Balance • Linguistic / Pragmatic • Knowledge / Control • Purpose of Criteria • Standardisation training • Evaluation across levels • Success/failure at one level

24. Common Reference Levels: Table 3

25. Around A2 learners use lots of “scripts” for situations and exchanges, - sometimes extremely accurately • Some problems are unavoidable, and just stay, despite teaching, until much later (Eng –s; Deutsch Adj decl) • Around B1 learners are using far more language and making more creative use of resources = more errors (Klein, Fulcher) • Task complexity (even narrative) reduces capacity for processing = more formulaic, less creative + more errors • Around B2 learners begin to have spare capacity for self-monitoring – reflected in CEFR descriptors (Westoff) Non linear accuracy

26. B2: Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding. • Can correct slips and errors if he/she becomes conscious of them or if they have led to misunderstandings. • Can make a note of "favourite mistakes" and consciously monitor speech for it/them. • B1+: Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express. • Can correct mix-ups with tenses or expressions which lead to misunderstandings provided the interlocutor indicates there is a problem. • B1: Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations. • Can ask for confirmation that a form used is correct. • Can start again using a different tactic when communication breaks down. Descriptors: Accuracy & Monitoring

27. Criteria: • Balance • Linguistic / Pragmatic • Knowledge / Control • Purpose of Criteria • Standardisation training • Evaluation across levels • Success/failure at one level

28. CEFR Reference Levels: Table 3

29. Selected Assessment Criteria - I -

30. Criteria at B2? - I -

31. Criteria at B2? - I -

32. Criteria: • Balance • Linguistic / Pragmatic • Knowledge / Control • Purpose of Criteria • Standardisation training • Evaluation across levels • Success/failure at one level

33. CEFR Reference Levels: Table 3 A2+

34. The Common European Framework of Reference • (CEFR): • Levels and Criteria • Brian North • www.eurocentres.com