The Common European Framework The Common European Framework of Reference for Languages: of Reference for Languages:

Learning, Teaching, AssessmentLearning, Teaching, Assessment

CEFRCEFR

• Developed by an international working party (John Trim, Daniel Developed by an international working party (John Trim, Daniel Coste, Brian North & Joe Sheils) between 1993 and 1996, followed Coste, Brian North & Joe Sheils) between 1993 and 1996, followed by review and revision.by review and revision.

• Then, published in 2001, by the Council of Europe (CoE) Then, published in 2001, by the Council of Europe (CoE)

• Introduced six Common Reference Levels: A1 (lowest), A2, B1, B2, Introduced six Common Reference Levels: A1 (lowest), A2, B1, B2, C1, C2 (highest) - often expanded to nine with A2+, B1+, and B2+C1, C2 (highest) - often expanded to nine with A2+, B1+, and B2+

• Based on earlier CoE work: especially, the Threshold Level (Van Based on earlier CoE work: especially, the Threshold Level (Van Ek, 1975) and the notional-functional approach (Wilkins, 1976) Ek, 1975) and the notional-functional approach (Wilkins, 1976)

In order to standardize language education we In order to standardize language education we need standardsneed standards

Standards of attainmentStandards of attainment

• Standard terminology to describe thatStandard terminology to describe that

For:For:– Teacher accreditationTeacher accreditation

– Curriculum design Curriculum design

– Student learning objectivesStudent learning objectives

– Program evaluationProgram evaluation

– Student assessmentStudent assessment

– Etc. etc.Etc. etc.

Historically we have described L2 attainment in Historically we have described L2 attainment in such terms as:such terms as:

• false beginner?false beginner?

• intermediate learner?intermediate learner?

• advanced learner?advanced learner?

Roughly speaking, we think we know what these mean.Roughly speaking, we think we know what these mean.

But in reality, such labels are quite meaningless.But in reality, such labels are quite meaningless.

We have no clear idea what they can do!We have no clear idea what they can do!

And no clear idea what they cannot do!And no clear idea what they cannot do!

And that is just talking among our colleaguesAnd that is just talking among our colleaguesAre these the same in:Are these the same in:

• Taiwan?Taiwan?• Canada?Canada?• Chile?Chile?• Etc. etc.Etc. etc.

Of course not!Of course not!

So how do they differ?So how do they differ?• Taiwanese vs Philippine intermediate?Taiwanese vs Philippine intermediate?• Mexican vs Indian AdvancedMexican vs Indian Advanced??

Most of us have no idea at all.Most of us have no idea at all.

In order to discuss language education …In order to discuss language education …

We need standard terminology:We need standard terminology:

• That specifies meaningful levels of attainmentThat specifies meaningful levels of attainment

• Across the whole ability rangeAcross the whole ability range

• With precise definitions of each levelWith precise definitions of each level

• That describe what learners can do That describe what learners can do

• In meaningful termsIn meaningful terms

The Common European Framework of The Common European Framework of Reference does just that … and more!Reference does just that … and more!

• Usually called the CEFRUsually called the CEFR

First Planned at: First Planned at:

1991 1991 Intergovernment Symposium, Ruschlikon, SwitzerlandIntergovernment Symposium, Ruschlikon, Switzerland

In order to:In order to:

• promote and facilitate cooperation among educational institutions in promote and facilitate cooperation among educational institutions in different countries;different countries;

• provide a sound basis for the mutual recognition of language provide a sound basis for the mutual recognition of language qualifications;qualifications;

• assist learners, teachers, course designers, examining bodies and assist learners, teachers, course designers, examining bodies and educational administrators to situate and co-ordinate their effortseducational administrators to situate and co-ordinate their efforts

What is CEFR? What is CEFR?

• A carefully developed descriptive framework with the aims to:

– To encourage the development oflanguage skills, so that people could be working more effectively,

– to examine and define what we can do with a language,

– to help us compare the language level of individuals from different countries in an accurate and impartial way,

– To encourage learner ’s autonomyand lifelong learning.

The The six six levels of CEFR:levels of CEFR:

A Basic UserA1 BreakthroughA2 WaystageB Independent UserB1 ThresholdB2 VantageC Proficient UserC1 Effective Operational Proficiency C2 Mastery

A scale of Common Reference levels describes learner performance at six levels (from a ‘basic’ to a ‘proficient’ user) and five kinds of skill ( listening / spoken interaction / spoken production / reading / writing ). The descriptors encourage self-assessment and have been integral to the development of the European Language Portfolio.

System Requirements:System Requirements:

• ComprehensiveComprehensive– covers the full range of possible knowledge, skills and uses covers the full range of possible knowledge, skills and uses – covers all dimensions on which proficiency is describedcovers all dimensions on which proficiency is described– needs a range of reference points on which progress can be calibratedneeds a range of reference points on which progress can be calibrated

• TransparentTransparent– clearly formulated, explicit, readily comprehensibleclearly formulated, explicit, readily comprehensible

• Coherent - with harmonious relation between usesCoherent - with harmonious relation between uses– identification of needsidentification of needs– determination of objectivesdetermination of objectives– definition of contentdefinition of content– selection or creation of materialselection or creation of material– establishment of teaching and learning programsestablishment of teaching and learning programs– teaching and learning methods employedteaching and learning methods employed– evaluation, testing and assessmentevaluation, testing and assessment

System Requirements (cont)System Requirements (cont)

• MultipurposeMultipurpose– Usable for a full variety of purposesUsable for a full variety of purposes

• FlexibleFlexible– Adaptable for different circumstancesAdaptable for different circumstances

• OpenOpen– Capable of extension and refinementCapable of extension and refinement

• DynamicDynamic– Continuous evolutionContinuous evolution

• User-friendlyUser-friendly– Readily understandableReadily understandable

• Non-dogmaticNon-dogmatic– not attached to any particular linguistic or educational theorynot attached to any particular linguistic or educational theory