1. CEFR
MSc. William E. Yugsán

2. CEFR 1971 COMMOM EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGE
LEARNING, TEACHING AND ASSESSMENT
1971

3. covering 820 million citizens
The Council of Europe = founded in 1949
It is a regional intergovernmental organization whose stated goal is to promote human rights, democracy and the rule of law
47 member states
covering 820 million citizens
educators need to build in variety the moment they plan their lessons and class activities and poetry is …

5. Project: "Language Learning for European Citizenship" 1989 and 1996
Pilot version in 1996 after the conference in Swiss (Ruschlikon)
John Trim presented a plan for implementing a credits system for modern languages
CEFR = It was published in 2001
Before the definition of poetry some impressions first
November 2001: a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability.

6. CEFR: 39 Language Versions
Arabic, Albanian, Armenian,
Basque, Bulgarian,
Catalan, Chinese, Croatian, Czech,
Danish, Dutch,
English, Esperanto, Estonian,
Finnish, French, Friulian,
Galician, Georgian, German, Greek,
Hungarian,
Italian,
Japanese,
Korean,
Lithuanian,
Macedonian Language,
Moldovan,
Norwegian,
Polish, Portuguese,
Russian,
Serbian (Iekavian version), Slovak, Slovenian, Spanish, Swedish,
Turkish and
Ukrainian

7. Main Objective:
It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of:
language syllabi and curriculum guidelines,
the design of teaching and learning materials,
and the assessment of foreign language proficiency.
the diversity of things to be conveyed using poetry also shows the magnitude of its resources
It also provides a basis for recognizing language qualifications and thus facilitating educational and occupational mobility.

9. The CEFR has three principal dimensions:
Language activities,
The domains in which the language activities occur,
The competences on which we acquire when we engage in them

10. Language activities
The CEFR includes four kinds of language activities:
Reception (listening and reading)
Production (spoken and written)
Interaction (spoken and written)
Mediation (translating and interpreting)

11. Domains
General and particular communicative competences are developed
by producing or receiving texts
in various contexts under various conditions
various sectors of social life = CEFR calls domains
Four broad domains are distinguished:
Educational
Occupational
Public
personal

12. Competences A language user can develop various degrees of competence
CEFR has provided a set of six Common Reference Levels
(A1, A2, B1, B2, C1, C2).
Three ‘plus’ levels (A2+, B1+, B2+).
The CEFR’s scales of foreign language proficiency are accompanied by:
A detailed analysis of communicative contexts
Themes
Tasks
Purposes as well as scaled descriptions of the competences which we use when we communicate

13. Duration of learning process
Cambridge English
Language Assessment
Alliance Française
cumulative hours of instruction
Guided learning hours
A1 = 60–100 (DELF)
A2 = 160–200 (DELF)
B1 = 360–400 (DELF)
B2 = 560–650 (DELF)
C1 = 810–950 (DELF)
C2 = 1060–1200 (DALF)
A1 = 90–100
A2 = 180–200
B1 = 350–400
B2 = 500–600
C1 = 700–800
C2 = 1,000–1,200.
Cambridge English: Proficiency (CPE)
Cambridge English: Advanced (CAE)
Cambridge English: First (FCE)
Cambridge English: Preliminary (PET)
Cambridge English: Key (KET)
educators need to build in variety the moment they plan their lessons and class activities and poetry is …

14. For what uses is CEF intended?
The uses of the Framework include:
The planning of language learning programs in terms of:
their assumptions regarding prior knowledge,
Their objectives
Their content.

15. The planning of language certification in terms of:
the content syllabus of examinations
assessment criteria, in terms of positive achievement rather than negative deficiencies.

16. The planning of self-directed learning, including:
• raising the learner’s awareness of his or her present state of knowledge
• self-setting of feasible and worthwhile objectives
• selection of materials
• self-assessment.

17. Learning programmes and certifications can be:
• global, bringing a learner forward in all dimensions of language proficiency and communicative competence;
• modular, improving the learner’s proficiency in a restricted area for a particular purpose;
• weighted, emphasizing learning in certain directions and producing a ‘profile’ in which a higher level is attained in some areas of knowledge and skill than others;
• partial, taking responsibility only for certain activities and skills (e.g. reception) and leaving others aside.

18. A partial view of CEFR:
The user/ learner’s competences

19. Applying the CEFR in practice:
The first Cambridge English
exam was introduced in 1913
Tests that meet specific needs

20. Applying the
CEFR in practice:

23. The essential aim of the CEFR is to encourage transparency and comparability in language teaching arrangements and language qualifications.
CEFR proposes:
– a common methodology for analyzing and describing situations and choices in language teaching and learning;
– a common terminology for all languages and educational contexts;
– a common scale of levels of language proficiency to assist with goal-setting and learning outcome assessment.

24. – A common methodology for analyzing and describing situations and choices in language teaching and learning;
“the action-oriented approach” to the learning and teaching of modern languages
Identifies the users of a language as “social agents”,
i.e. members of society who have tasks to accomplish a given
set of circumstances.
A task is defined as any purposeful action that exists only if the action is motivated by a goal or a need

25. Spoken or written language in texts or groups of sentences.
– a common terminology for all languages and educational contexts;
Discourse
Spoken or written language in texts or groups of sentences.
Authentic material
Written or spoken texts which a first language speaker might read or listen to.

26. Acquisition
To learn a language without studying it, just by hearing and/or reading and then using it. This is the way people
usually learn their first language.
Target Language
1. The language which is the focus of the lesson or a part of the lesson. It could be grammar, lexis, functions or
pronunciation.
2. The language being studied (often called the L2).

27. There are 3 basic levels subdivided into a total of 6
– A common scale of levels of language proficiency to assist with goal-setting and learning outcome assessment
There are 3 basic levels subdivided into a total of 6

33. Breakthrough or beginner
Level group
Level group name
Level
Level name
Description A
Basic user A1
Breakthrough or beginner
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.

34. Way stage or elementary
Level group
Level group name
Level
Level name
Description A
Basic user A2
Way stage or elementary
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.

35. Threshold or intermediateB
Independent user B1
Threshold or 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 while travelling in an area where the language is spoken.
Can produce simple connected text on topics that are familiar or of personal interest.
Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

36. Vantage or upper intermediateB
Independent user B2
Vantage or upper intermediate
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.

37. Effective operational proficiency or advanced
Proficient user C1
Effective operational proficiency or advanced
Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
Can express ideas 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.

38. Mastery or proficiency
Proficient user C2
Mastery or proficiency
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 the most complex situations.

39. Tools proposed in the CEFR
The European Language Portfolio (ELP)
The ELP is the property of the learner
It accompanies learners throughout the learning path
The ELP enables users to:
Record all their language skills, experiences
Develop their language learning autonomy, eg by thinking about how they are doing things and by learning self-assessment

40. Every ELP has three parts:(