CEFR – Common European Framework of Reference of Languages: Learning, Teaching, Assessment
The result of over twenty years of research, the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) is a framework of reference. It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency. It is used in Europe and also in other continents.
Some of the instruments produced within the Council of Europe have played a decisive role in the teaching of so-called “foreign” languages by promoting methodological innovations and new approaches to designing teaching programmes, notably the development of a communicative approach.
They have facilitated a fresh approach to communicating these teaching methods in a manner potentially more conducive to operational appropriation of unknown languages. By thus identifying language needs, they were able to pinpoint the knowledge and know-how required for attaining this communication threshold.
The CEFR organises language proficiency in six levels, A1 to C2, which can be regrouped into three broad levels: Basic User, Independent User and Proficient User, and that can be further subdivided according to the needs of the local context. The levels are defined through ‘can-do’ descriptors.
|A1 Breakthrough||A2 Waystage|
|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.||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.|
|B1 Threshold||B2 Vantage|
|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 whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.||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.|
|C1 Effectiveness||C2 Mastery|
|Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself 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.||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 more complex situations.|
We at the Alliance Française Hyderabad have taken it upon us to divide the foundational levels of A1 and A2 into 2 further subdivisions to offer flexibility to purse each segment separately.
- A1 120hrs (Beginner) level is divided into two equal halves of 60hrs each, the A1.1 (Beginner 1) and the A1.2 (Beginner 2), offering the flexibility to pursue each part separately.
- A2 140hrs (Elementary) level is divided into two parts of 60hrs and 80hrs each, the A2.1 (Elementary 1) and the A2.2 (Elementary 2).