1. Waldek Martyniuk ECML Graz, Austria
Using the CEFR in classroom work: approach, descriptors, levels
Waldek Martyniuk ECML Graz, Austria

2. The CEFR Published 2001 40 language versions (February 2009)
The concept of a (growing) toolkit

3. The CEFR

4. CEFR - the Stonehenge Metaphor
‘Why Stonehenge was built is unknown, though it probably was constructed as a place of worship of some kind. Notions that it was built as a temple for Druids or Romans are unsound, because neither was in the area until long after Stonehenge was last constructed. Early in the 20th century, the English astronomer Sir Norman Lockyer demonstrated that the northeast axis aligned with the sunrise at the summer solstice, leading other scholars to speculate that the builders were sun worshipers. In 1963 an American astronomer, Gerald Hawkins, purported that Stonehenge was a complicated computer for predicting lunar and solar eclipses. These speculations, however, have been severely criticized by most Stonehenge archaeologists.’
“Most of what has been written about Stonehenge is nonsense or speculation,” said R.J.C Atkinson, archaeologist from University College Cardiff. “No one will ever have a clue what its significance was.”
Brief quote from the article on Stonehenge © Encyclopaedia Britannica, Inc.

5. The CEFR – core elements
Comprehensive description of language user/learner and language use/learning
Common reference levels of language proficiency
Scales of illustrative descriptors
Self-assessment scales
Curriculum scenarios for a coherent approach to plurilingual education

6. The CEFR – potential Common „language” for all stakeholders Tool for:
„Situating one’s effort”: assessing and improving quality of actions
Coherent policy planning
Transparency, compatibility, comparability, coherence
Mutual recognition, mobility
Promoting lifelong language learning

7. The CEFR – core qualities
Autonomous learner in focus
Action oriented approach
Positive can-do statements
Valuing all competences
Profiling competences
Reference levels and scales
Self-assessment
Plurilingualism in education

8. Impact of the CEFR on language education
At learner/citizen level – the ELP
At institutional level
At national level
At European level
At international level

9. Language use/learning and language users/learners
„Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the tasks to be accomplished. The monitoring of these actions by the participants leads to the reinforcement or modifications of their competences.”

10. Competences General competences of a language user/learner
Knowledge (savoir)
Skills and know-how (savoir-faire)
Existential competence (savoir-être)
Ability to learn (savoir-apprendre)
Communicative language competences of a language user/learner
Linguistic
Pragmatic
Sociolinguistic
Sociocultural

11. Scales Communicative language competences
Linguistic, Pragmatic, Socio-linguistic
Communicative language activities
Reception, Interaction, Production, (Mediation)
Communicative language strategies
Reception, Interaction, Production

12. Communicative Language Competences
Linguistic Competence
General Linguistic Range
Vocabulary Range
Grammatical Accuracy
Vocabulary Control
Phonological Control
Orthographic Control
Sociolinguistic Competence
Sociolinguistic Appropriateness
Pragmatic Competence
Flexibility
Turntaking
Thematic Development
Cohesion and Coherence
Propositional Precision
Spoken Fluency

13. Activities: Reception
Listening Comprehension
Understanding conversation between native speakers
Listening as a member of an audience
Listening to announcements and instructions
Listening to audio media and recordings
Watching TV and film
Reading Comprehension
Reading correspondence
Reading for orientation (skimming and scanning)
Reading for information and argument
Reading instructions

14. Activities: Interaction
Spoken Interaction
Understanding a native-speaker interlocutor
Conversation
Informal discussion
Formal discussion and meetings
Goal-oriented co-operation
Transactions to obtain goods and services
Information exchange
Interviewing and being interviewed
Written Interaction
Correspondence
Notes, messages and forms

15. Activities: Production
Spoken Production
Sustained monologue: Describing experience
Sustained monologue: Putting a case (e.g. in debate)
Public announcements
Addressing Audiences
Written Production
Creative Writing
Reports and Essays

16. Strategies Reception Strategies Identifying cues/ inferring
Interaction Strategies
Turntaking
Cooperating
Asking for clarification
Production Strategies
Planning
Compensating
Monitoring and Repair

17. Illustrative Descriptors
Informal Discussion: Level B2:
“Can take an active part in informal discussion in familiar contexts.”
“Can with some effort catch much of what is said around him/her in discussion, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way.”
“Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments.”

18. Common Reference Levels
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: Speaking 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

19. Implementing the plurilingual concept of the CEFR in (language) education means to:
Raise awareness of the value of being plurilingual in a multilingual European society
Use strategic planning and adopt a global, coherent language policy
Encourage all students and staff to learn languages
Encourage students and staff to learn a variety of languages

20. Implementing the plurilingual concept of the CEFR in (language) education means to:
Promote and support intercultural mobility of students and staff
Attract and integrate international students
Provide good quality CLIL in a variety of languages
Encourage and educate both language teachers and language students to become plurilingual – not just bi-lingual

21. Implementing the plurilingual concept of the CEFR in (language) education means to:
Secure good quality of language instruction
Increase the number of languages on offer
Support independent learning
Support co-operative learning
Make wise use of technology and media

22. Implementing the plurilingual concept of the CEFR in (language) education means to:
Cater for individual needs
Adopt a „positive”, „added value” approach
Integrate out-of-school experience and proficiency
Teach how to learn languages
Support learner autonomy

23. Implementing the plurilingual concept of the CEFR in (language) education means to:
Set clear and achievable objectives
Value all linguistic and intercultural competences, even at modest level
Provide valid, reliable, fair and transparent assessment
Secure comparability and compatibility of outcomes
Use a common framework of reference in communication with stakeholders

24. Thank you for your kind attention!
More information on the Council of Europe language education policies, initiatives and instruments:
Thank you for your kind attention!