A Synopsis of the Common European

Framework of Reference for Languages:

learning, teaching, assessment

Why is the Common European Framework of Reference for Languages needed?

A further intensification of language learning and teaching in member countries is necessary in the
interests of greater mobility, more effective international communication combined with respect for
identity and cultural diversity, better access to information, more intensive personal interaction,
improved working relations and a deeper mutual understanding.
To achieve these aims, language learning is necessarily a life-long task. The
Framework of Reference (more than 240 pages) creates a common basis and supports educational
institutions, authors, examination boards, learners and teachers to integrate and co-ordinate their
efforts. It enables the mutual recognition of language qualifications and facilitates co-operation
between educational institutions in the various countries.
For what uses is CEF intended?
The uses of CEF are the planning of language-learning programmes, the planning of language
certification and the planning of self-directed learning. The Framework of Reference is therefore non-
dogmatic, user-friendly, dynamic, open, flexible and useable for the full variety of purposes involved in
the planning and provision of facilities of language learning.
The Common Reference Levels for Language Competence
There does appear in practice to be a consensus on the number and nature of levels appropriate to
the organization of language learning and the recognition of achievement. It seems that an outline
framework of six broad levels gives an adequate coverage of learning relevant to European language
learners.

Why do we need a Common European Framework?

The Council of Europe, an organization that includes nearly 50 European countries, began to develop
the Common European Framework in 1991. One of the main purposes of the Council of Europe is to
promote a shared European identity, while recognizing the importance of different cultures. The
promotion of language teaching and learning play a central role in this mission. People within Europe,
and indeed throughout the world, need to be able to understand each other. The Council of Europe
therefore wishes to encourage people to learn languages and develop their ability to communicate
with people from other countries and cultures.

Levels according to CEF Names given in Colombia

Proficient User C2 (Mastery) Advanced
C1 (Effective Operational Proficiency)
Pre-advanced
Independent User
B2 (Vantage) Intermediate
B1 (Threshold) Pre-intermediate
Basic User A2 (Way Stage) Basic
A1 (Breakthrough) Beginner

The six levels of language competence describe not what the learner knows (eg. What vocabulary
and what grammar), but what language skills they have, what they can do linguistically. These 'can do
descriptors' make it easier for non-specialists to understand the system.

An example of level A2 (global scale):can understand sentences and frequently-used expressions

related to areas of most immediate relevance (eg. 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. These descriptions of the global, vertical level are further refined and made more specific when
the horizontal level of communicative language activities - writing, speaking (spoken interaction,
spoken production) and understanding (listening, reading) - are introduced.
An example of spoken interaction A2: can communicate in simple and routine tasks requiring a simple
and direct change of information on familiar topics and activities. Can handle very short social
exchanges, without usually understanding enough to keep the conversation going themselves. Such
a profile grid, consisting of levels (vertical) and parameters (horizontal), is obviously a simplification,
but provides a clear profile, a sort of map of the spectrum of language learning.
A checklist for practitioners
The aim of the Framework of Reference is not to be exhaustive, but comprehensive. It therefore
offers a sort of checklist for all those who must make detailed decisions on text contents, exercises,
activities, tests, etc. The checklist does not give a prescribed recipe, rather, all the important
parameters and categories which course planners must consider
in their decisions. Anyone using the Framework of Reference is recommended to familiarize
him/herself with these parameters and categories and to refer to them when the following questions
arise:
• Can I predict in what domain the learner is involved and what situations they must deal
with? If yes, what roles must they take in these domains and situations?
• What type of people must they deal with?
• What topics must they deal with?
• Must they speak or simply understand or read?
• What will they hear or read?
• In what conditions must they use the language?

When the above list is implemented with the terms of Reference as a tool, the resulting' can do
descriptors' can be used for learning goals, teaching goals for the basis of the curricula, for
assessment goals or also as a matrix for authors of textbooks.

At this point, it must again be made clear that the Framework of Reference contains neither
prescribed methodology, nor claims to be perfect. On the contrary, it is descriptive and it points out
that additional subsidiary levels, the so called plus levels are possible and further descriptors can be
added.
An activity-oriented approach A comprehensive, transparent and coherent framework of reference for
learning, teaching, and assessment in the language field must be based on extensive knowledge of
language application and language learning. The approach chosen must be activity-oriented, and the
focus of the considerations must be on the solutions for communicative tasks which can be described
for all relevant domains.

The main aim of teaching on the basis of the Framework of Reference is coping with communicative
tasks. All communicative activities and knowledge are subject to this aim. Accordingly, language
accuracy including grammatical correctness is absolutely necessary only at level B2, which does not
mean that the quality of spoken interaction, for example, is not considered. The Framework of
Reference also offers a competence scale (qualitative aspects of spoken language) for range,
accuracy, fluency, interaction and coherence.

Teaching based on the Framework of Reference should also train the learner in interaction skills. This
becomes clear when the four socio-linguistic activities involved in interaction referred to in the
Framework of Reference are implemented. Assessment The Framework of Reference can also be
used for assessment. It offers many tools for the contextual description of tests, criteria for achieving
learning aims and useful advice on the form of assessment.
The Framework of Reference also includes a self-
assesment gird. This grid is now a component of the
Europass (www.europass.cedefop.Europa.eu) adopted by [CEF LEVELS WITH
the Council of Europe and the European Parliament. With
the help of this grid it is possible to assess one's own EXAM TARGETS
language competence and reference level within a few
minutes. The skills of listening, reading, spoken interaction,
spoken production and writing can be checked. An example
of spoken interaction level B1: I can deal with most
situations likely to arise whilst travelling in an area where
the language is spoken. I can enter unprepared into
conversation on topics that are familiar, of personal interest
or pertinent to everyday life (eg. family, hobbies, work,
travel and current events). It is an ideal tool for placement
tests or a measure of learning progress. Language
awareness is heightened and learning attitude improved.
The willingness to learn the language and also other
languages is increased. This is supported by the fact that
the descriptors cover only what one can do linguistically.
What one cannot do, particularly at the lower competence
levels, should be avoided. This self-assessment grid also
produces a paradigm shift: the learner becomes a partner in
the learning process. Consequences for learning/teaching The
consequences could not be put more succinctly than by
Geoff Tranter, language consultant: The Common
European Framework of Reference has descriptive, not
prescriptive character, which means that every language-
teaching institution can decide itself how it will treat the
content of CEF. ]
However, the development in many fields of education tends towards the implementation of CEF fully
or in part, and so, in the not too distant future, a situation could arise in which a change in programme
structure and teaching approach appears almost inevitable. The decision process involves, amongst
others, the following considerations: a. for programme designers in language training institutions
• Can the institution afford to adopt a European system of quality standards for teaching?
• To what extent are all courses in the programme catalogue oriented to the levels of CEF?
• How are the levels defined in the programme catalogue?
• What does this mean for the course aims?
• What does this mean for the choice of teaching resources?
• How does this alter the consultation and placement of the learner?
• How are the course leaders familiarized with the contents of CEF?
b. For the course leaders
• What aims arise for my teaching from orientation to the competence levels of CEF?
• Does my teaching correspond to the communicative approach of CEF?
• How do I adopt the approach?
• How do I structure the assessment phase in my teaching?
Teachers should realize that their actions, reflecting their attitudes and abilities,
are a most important part of the environment for language learning/acquisition. They present role-
models which students may follow in their future use of the language and their practice as future
teachers. What importance is attached to their:
a) teaching skills?
b) classroom management skills?
c) ability to engage in action research and to reflect on experience?
d) teaching styles?
e) understanding of and ability to handle testing, assessment and evaluation?
f ) knowledge of and ability to teach sociocultural background information?
g) inter-cultural attitudes and skills?
h) knowledge of and ability to develop students’ aesthetic appreciation of literature?
i) ability to deal with individualization within classes containing diverse learner types and abilities?

How are the relevant qualities and abilities best developed?

During individual, pair or group working, should the teacher:
a) simply supervise and maintain order?
b) circulate to monitor work?
c) be available for individual counseling?
d) adopt the role of supervisor and facilitator, accepting and reacting to students’
remarks on their learning and co-ordinating student activities, in addition to monitoring and
counseling?

Conclusion
The Common European Framework of Reference offers in the truest sense of the word a framework,
the tools of which, when applied, ensure quality and transparency, quality and transparency which the
members of the ELCL Quality Alliance strive for continually.