The Common European Framework of Reference
What is the CEFR?
The CEFR was developed by the Council of Europe to encourage people to learn languages and develop their ability to communicate with people from other countries and cultures. It consists of a carefully developed descriptive framework describing what users of languages can do at certain levels of expertise
What are its aims?
The aims of the CEFR are educational, professional and social and include the following;
There are six global levels and behind these there are a very large number of language competencies (defined by ‘descriptors’) that make up these levels.
Proficient
The following should be remembered;
It is not possible to give a categorical answer to this question. The hours of study required will vary depending on factors such as language learning background, intensity of study, the motivation of the student, as well as the amount of exposure and study time outside of lesson times. The following hours are sometimes used as an approximate guide
CEFR Guided Learning Hours
A2- Approximately 180-200
B1- Approximately 350-400
B2-Approximately 500-600
C1-Approximately 700-800
C2-Approximately 1000-1200
What are ‘can do’ statements?
These are the descriptors used to explicitly state what the student can actually do with the language. Here is an example from B1 level;
‘I can give and follow detailed directions’.
For this to be true students need to know and be able to use
interlanguage teaches the language that learners will need to function in real communicative situations.
How does interlanguage fit with the CEFR?
interlanguage focuses on language for communicative purposes, and so does the CEFR. We encourage the ability to do things using English as opposed to simply knowing about the language. Our aim is for our students to function successfully in English.
Here are some of the ways interlanguage fits with the aims of the CEFR.
Clear lesson aims for every lesson based on CEFR ‘can do’ statements’
interlanguage trainers must all work to a code of practice which includes a ‘Statement of Principles’ aimed at making the learning experience interactive, communicative and guided by academic research and the practical experience of many years of teaching English in a wide range of contexts and cultures
The CEFR was developed by the Council of Europe to encourage people to learn languages and develop their ability to communicate with people from other countries and cultures. It consists of a carefully developed descriptive framework describing what users of languages can do at certain levels of expertise
What are its aims?
The aims of the CEFR are educational, professional and social and include the following;
- To encourage the development of language skills so that people can work together more effectively
- To examine and define what people can do with a language
- To compare the language level of different people in different cultures, educational systems and ages an accurate and impartial way
- To promote a coherent approach to language teaching by encouraging the sharing of ideas
- To develop inter-cultural awareness
- To encourage learner autonomy and lifelong learning
There are six global levels and behind these there are a very large number of language competencies (defined by ‘descriptors’) that make up these levels.
Proficient
- C2-At this level a student should be a very successful learner and can use the language with precision and fluency
- C1-At this level a learners command a wide range of language
- B2-At this level language begins to become more abstract
- B1-At this level learners can maintain a conversation and express ideas. They can deal with the unpredictable language they meet in real situations
- A2-At this level learners can survive in social situations and can talk about work and free time
- A1-At this level learners can interact in a simple way and ask and answer simple questions
The following should be remembered;
- These levels are intended as reference points and are meant to be descriptive. They don’t necessarily correspond to a certain number of hours, weeks or months of study
- They are not linear. The time needed to progress from A1 or A2 may not be the same as that from B1 to B2 or C1 to C2. In general, progress is slower as the level becomes higher
- People have different aims and learn at different speeds, in different contexts and in different ways
- The real strength of the CEFR is that it emphasizes the positive by focusing on what learners can do rather than what they can’t do. Learners should feel positive about the growing list of things they know they can do. Our lessons provide this opportunity
It is not possible to give a categorical answer to this question. The hours of study required will vary depending on factors such as language learning background, intensity of study, the motivation of the student, as well as the amount of exposure and study time outside of lesson times. The following hours are sometimes used as an approximate guide
CEFR Guided Learning Hours
A2- Approximately 180-200
B1- Approximately 350-400
B2-Approximately 500-600
C1-Approximately 700-800
C2-Approximately 1000-1200
What are ‘can do’ statements?
These are the descriptors used to explicitly state what the student can actually do with the language. Here is an example from B1 level;
‘I can give and follow detailed directions’.
For this to be true students need to know and be able to use
- Lexical items such as left, right, straight on, first, second, third
- Grammatical elements such as imperatives Take the…. Turn…..
- Fixed phrases You can’t miss it
- Devices for clarification and repetition Sorry,..I didn't get that..THIRD on the right you said?
- Word and sentence stress and other features of the pronunciation system of the language
interlanguage teaches the language that learners will need to function in real communicative situations.
How does interlanguage fit with the CEFR?
interlanguage focuses on language for communicative purposes, and so does the CEFR. We encourage the ability to do things using English as opposed to simply knowing about the language. Our aim is for our students to function successfully in English.
Here are some of the ways interlanguage fits with the aims of the CEFR.
Clear lesson aims for every lesson based on CEFR ‘can do’ statements’
- We give the learners the linguistic competencies they need to communicate successfully- in practice we focus on the gaps revealed during live lesson time and give suggestions for guided practice on the areas of grammar, lexis or pronunciation necessary
- Although our focus is on the spoken language. most lesson have elements of practice in all four skills-listening, speaking, reading and writing
- We help learners to develop both receptive and productive compotencies
- Lessons are based on situations in which learners will find themselves in their real working lives. This is why we focus on language use for real, concrete purposes
- Direction to links and material for further guided exposure to language outside of lessons
- An individualised online Learner Portfolio where learners can see their progress
interlanguage trainers must all work to a code of practice which includes a ‘Statement of Principles’ aimed at making the learning experience interactive, communicative and guided by academic research and the practical experience of many years of teaching English in a wide range of contexts and cultures
