Common European Framework of Common European Framework of Reference for Languages:Learning, Reference for Languages:Learning,

Teaching and AssessmentTeaching and AssessmentIssued by J. L. M. Trim, D. Coste, B. North.

Council of Europe, Estrasburgo, 2001

Summarized and presented by Asunción Sánchez Villalón, Ciudad Real, UCLM, 2010

The CEFR & European language policy

What is the CEFR? The Framework provides a common basis for the elaboration of language syllabuses,

guidelines, examinations, textbooks, etc. It describes what language learners have to learn to use a language for communication

and what knowledge and skills they need to act effectively. It also defines levels of proficiency which allow learners’ progress to be measured at

each stage of learning and on a life-long basis.

Aims and objectives of Council of Europe language policyTo encourage, support and co-ordinate the efforts of governments and institutions to

improve language learning.

General Measures: To ensure access to effective means of acquiring a knowledge of languages To promote and support the efforts of teachers and learners at all levels to apply the

principles of the construction of language-learning systems– by basing language teaching and learning on learners’ needs, motivations, resources– by defining objectives and developing appropriate methods and materials;– by developing instruments for the evaluating of learning programmes.

To promote research and development of educational materials and methods

The ELP Portfolio & the Common Levels of Reference

This development of tools has produced the European Language Portfolio (ELP) provides a format for recording and recognising language learning, a scaling of overall language proficiency an analysis of language use and language competences for practitioners to

specify objectives and describe achievements according to the needs, characteristics and resources of learners

For this, 3 tools have been developed (Passport, Linguistic Biography, Dossier) following the outline of Common Reference Levels of language proficiency.

– Proficient User C2 (Mastery- Maestría) Proficiency(Usuario Competente) C1 (Effective Operational Advanced

– Independent User B2 (Vantage, Avanzado) First Certificate(Usuario Independiente) B1 (Threshold, Umbral) Threshold Level

– Basic User A2 (Waystage - Plataforma) Waystage

(Usuario Básico) A1 (Breakthrough - Acceso) Breakthrough

INDEX

Chapter 1 - Aims, objectives and functions of the Framework Chapter 2 - The Approach Chapter 3 - The Common Reference Levels Chapter 4 - The Categories to describe language use & users: DescriptorsChapter 5 - Classifies users’ competencies: general & communicative. Chapter 6 - The processes of language learning & teaching methodologiesChapter 7 – The tasks Chapter 8 - Analyses the impact of linguistic diversity, multilingualism and

multiculturalism, curriculum design principles, life-long language learning Chapter 9 - Assessment Annexes : A - The descriptors of language proficiency B - Swiss Project (1993-7) with descriptors, C - descriptors for self assessment (DIALANG project)D - the skills descriptors (what the student 'can do')

(ALTE: Association of Language Testers in Europe)

OverviewThe use of language includes

COMPETENCES Components

GENERAL COMPETENCESDeclarative Knowledge (to know / savoir)Existential competence (know to be /savoir être)Skills (know-how / savoir faire)Ability to learn (savoir-apprendre)

COMMUNICATIVE COMPETENCES

Linguistic - Sociolinguistic - Pragmatic

used in different CONTEXTS

related with different TOPICS

DomainsSituationsConditions y constraintsMental context of the learner and the interlocutor

to performLANGUAGE ACTIVITIES Expression,Comprehension,Interaction,Mediation

to produce / receive TEXTS Oral and written

through STRATEGIES Expression,Comprehension,Interaction,Mediationto carry out TASKS

CEFR ObjectivesCEFR Objectives

To get:

greater mobility more effective international communication combined

with respect for cultural diversity and identity, better access to information, more direct personal interaction, improved working relationships and a deeper mutual understanding, with the aim to: encourage and facilitate cooperation between

educational institutions in different countries & regions promote multilingualism as a reflection of the cultural

and linguistic diversity of Europe.

What criteria What criteria

must the CEFR meetmust the CEFR meet?? It must be a comprehensive, transparent comprehensive, transparent andand coherent coherent

framework

comprehensivecomprehensive: specifying the knowledge, skills, describing the use of language and user goals widely

transparenttransparent: information must be clearly formulated & explicit

coherentcoherent: with a harmonious relation among their components

not uniformnot uniform, but multi-purpose, open, flexible, dynamic, multi-purpose, open, flexible, dynamic, easy to use and not dogmaticeasy to use and not dogmatic

Coherence Components of Educational Systems

the identification of needsneeds; the determination of objectivesobjectives; the definition of contentcontent; the selection or creation of materialmaterial; the establishment of teaching/learning programmesprogrammes; the teaching and learning methodsmethods employed; evaluation, testing and assessmentassessment.

Users addressed

Education authorities

Examiners

Textbook editors

Course designers

Teachers

Students

CEFR CEFR ApproachApproach

Action-oriented approach Action-oriented approach (CEFR, pp. 9-10):(CEFR, pp. 9-10):

Students and users of a language as "social partners" with tasks under circumstances (environment) within a field of action. Speech acts occur in language activities in a social context towards the realization of tasks, sometimes in groups, using their skills strategically to get results

Resources Cognitive - Strategic - Social

CompetencesLinguistic & - Activities and - Contexts and textsCommunicative Strategies, Learning environments

Reception, Interaction, Production, (Mediation)

ComponentsLinguistic Pragmatic Sociolinguistic

Tasks, processes

Methodological considerations

What skills are encouraged to study or how learners are taught to develop them.

What heuristic capabilities (knowledge to solve problems, discovery and analysis): What knowledge of the world the learner is supposed to have and what new knowledge is acquired.

What students’ characteristics must be taken into account in designing the user's profile, factors, environment, situations, ...

What tools are offered to learners to increasingly become independent in their learning and their use of language.

With what topics the learners have to cope, specific notions relating to places, institutions or organizations, people, objects, events and interventions.

Which communicative tasks the students need to learn

Teaching Learning Process

Consistency and flexibility of content:

Adaptable to users Primary and Secondary school

- to other levels: Bachillerato - Further Education:Official Language Schools;- Higher Education:University Studies

Tasks

Definition: Strategic specific responsibilities to perform actions in a particular area for a specific purpose and outcomes.

Base: Sequence of activities (resulting from the practice of skills: expression, comprehension, interaction and mediation) for communication among participants

Types: 'real life' and 'the classroom' Tasks Opposed to the decontextualized practice of exercises

dealing with formal aspects Combined skills and strategies to facilitate and assess

the process of the task and the progress of language learning

For tasks, the student uses skills components for planning, execution , monitoring , evaluation and correction of the task

Assessment

The CEFR considers fundamental concepts: Validity (assessing what should be assessed) Reliability and accuracy (comparison tests) Feasibility (practical, performance, assessment)

The CEFR specifies: Content (which is evaluated) Criteria for learning objectives Levels compared with other tests Self-assessment and evaluation descriptors

Tables and descriptors

Reference levels Categories, scales of descriptors of

language use: domains, topics, tasks, activities, strategies, processes & texts

Competence scales Self-assessment criteria

Taxonomy SamplesTaxonomy Samples

C2

C1

B2

B1

A2

A1LC SP Inter-

actionRC Wr

Taxonomy Samples (2)Taxonomy Samples (2)

C2

C1

B2

B1

A2

A1

Personal Public Occupational Educational

Common Reference LevelsCommon Reference Levels

Proficient C2

Can understand with ease virtually everything heard or read. Can summarise 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.

User C1 Can understand a wide range of demanding, longer texts, and recognise 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 organisational patterns, connectors and cohesive devices.

Independ-ent

B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. 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.

User B1 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.

Basic

A2 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.

User A1 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.

Self-assessment Grid