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