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The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
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Common European Framework of Reference for Languages
Presented by Joel Acosta
Agenda • Background• Results of the Symposium• Main Purpose• Version Manual• Common Reference Levels– Level A– Level B– Level C
• Skills to be developed• The CEFR’s action-oriented approach
Background
It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996.
In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability
Background In 1991 the Swiss Federal Authorities held an Intergovernmental Symposium in Rüschlikon, Switzerland, on "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification".
Common European framework for languages was needed to improve the recognition of language qualifications and help teachers co-operate, eventually leading to improved communication and cooperation among language teachers in Europe
Results of the Symposium
• A project to develop levels of proficiency, to lead on to the creation of a "European Language Portfolio"
• Certification in language ability which can be used across Europe.
Main Purpose
To provide a method of learning, teaching and
assessing which applies to all languages in
Europe
Version Manual
A preliminary version of the Manual for Relating Language Examinations to the CEFR was published in 2003
• Linking a single test to the CEFR
• Linking suites of exams at different levels
• National studies by exam boards and research institutes
Common Reference Levels
The Common European Framework divides learners into three broad divisions that can be divided into six levels
The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level
Level A
Level B
Level C
Skills to be developed
The Common European Framework of Reference for Languages defines the capabilities that a student must be controlled in each of the levels for categories
• Understand
• Speak • Write
The understanding category integrates listening skills and reading comprehension
The speaking category integrates oral interaction and speaking
The writing category includes the skill of writing.
Skills to be developed
Skills to be developed
Skills to be developed
Skills to be developed
The CEFR’s action-oriented approach
Since the 1970s the Council of Europe has promoted an action-oriented approach to the description of language use.
As elaborated in the CEFR this approach is complex, technical and extensive
Characteristics of CEFR
Language is one of the foundations of human behavior: we use it continuously to perform communicative acts. Those acts may be external and social.
Communicative acts may also be internal and private. All forms of reading and some forms of listening are examples of this
Characteristics of CEFRCommunicative acts comprise language activity, which is divided into four kinds
Reception
Production
Interaction
Mediation
Reception
entails understanding language produced by others, whether in
speech or in writing
Production entails producing speech or
writing
Interaction refers to spoken or written exchanges between two or
more individuals
Mediation
makes communication possible between individuals or groups
who are unable to communicate directly
In order to engage in language activity, the communicative language competence includes
To understand and produce language.
• Knowledge of the words
• Knowledge of the sounds
• Knowledge of the syntactic rules
The ability to use such knowledge
The language activity
communicative acts
Context
conditions and constraints
CEFR proposes four main domains of
language
personal, public, educational and
occupational
Communicative acts are always contextualized
CLC includes sociolinguistic and pragmatic components
Allow us to face with the social and cultural
dimensions of communicative
behaviour
knowledge Ability
sociolinguistic competences
Pragmatic competences
support our ability to use language appropriately to fulfil particular functions
.
Communicative Acts
Tasks
Strategies
understand and produce spoken or written texts
THANK YOU
