Common European Framework of Reference for Languages
The CEFR embraces the progressive curriculum and new methodology established for all European languages by the European Council for Languages. This curriculum has been further adapted to many languages worldwide.
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) is catching more and more interest from educational authorities of Canadian provinces.
French and Spanish diplomas which are based on that Framework and thus benefit from international recognition are offered by a School board in Alberta.
Another example: the Council of Atlantic Minister of Educations and Training of the four Atlantic Provinces, New Brunswick, Prince Edward Island, Nova Scotia, Newfoundland and Labrador, has decided to adopt the (CEFR) as the only reference to reform entirely within two years their curriculum in French as a second language, either in immersion (bilingual classes) or in “Core French” (obligatory courses of basic French). Similarly, the Atlantic Provinces collaborate in the writing of a portfolio of languages. This portfolio is a self-assessment evaluation tool by which each student evaluates his language skills based on the CEFR, taking into account the local context including its socio-cultural dimension.
| Council of Europe Levels | Global Abilities What can you do at the end of each level |
|---|---|
| BASIC USER | |
| A1 Breakthrough or Discovery |
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. |
| A2 Way stage or Intermediate |
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 communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. |
| INDEPENDENT USER | |
| B1 Threshold or Upper Intermediate |
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst traveling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. |
| B2 Vantage or Advanced |
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. |
| PROFICIENT USER | |
| C1 Autonomy |
Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices. |
| C2 Control |
Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. |
