Appendix X: PROPOSAL FOR ACADEMIC
LANGUAGE FRAMEWORK
The `scales’ on the following pages are intended to offer an academic framework for the use of English in institutions
of higher education. The scales all refer to international levels of language proficiency and are arranged at four
levels:
1
2
3
4
Scale 1
Scale 2
Scale 3
Scale 4
Scale 5
Scale 6
Scale 7
Scale 8
notes Scale 9
Scale 10
Scale 11
Overall guidance and academic requirements for higher education
Overall general language proficiency
Overall academic language proficiency
Academic reading proficiency
Academic writing proficiency
Academic listening proficiency
Academic speaking proficiency
Study skills
Comparability: Common European framework & international examinations
Study hour requirements for the levels of the Common European Framework
sources and acknowledgements
Academic & professional genres
The scales are all based on public documents from the Council of Europe, the Association of Language Testers of
Europe (ALTE), the British Council/Cambridge ESOL and the British Association of Lecturers in English for Academic
Purposes (BALEAP)1, with minor adaptations.
The framework can be used for a variety of purposes:
♦ To situate the language requirements for any particular academic programme.
♦ To identify the entrance/placement level of a particular student or group of students.
♦ To identify the exit/graduating level of a particular student or group of students.
♦ To align a particular test or examination with international standards.
♦ To identify the particular language requirements when devising a new course, or when recruiting students.
♦ To compare the language requirements or achievements of different academic programmes.
♦ To identify targets for language courses offered by the institution.
♦ To carry out a training needs analysis for a particular group of students.
♦ To determine the level and acceptability of a language qualification from another institution or country.
♦ To make international comparisons of language requirements and levels.
♦ To determine the time required to move from one language level to another.
1
BALEAP’s EAP `can-do’ project is due for publication in May 2011. This framework will then be updated.
Scale 2: Overall Language proficiency
SCALE 1: OVERALL GUIDANCE & ACADEMIC REQUIREMENTS FOR HIGHER EDUCATION
C2
C1
B2
CEFR level
Proficient user (`Mastery’)
Proficient user (`Effective
operational proficiency’)
Independent user
(`Vantage’)
Acceptability for academic study
Acceptable for English-medium degree courses in the UK and other English
speaking countries.
Probably acceptable for English-medium courses in the UK and other
English-speaking countries.
Probably acceptable for most English-medium vocational/training courses
in the UK and other English-speaking countries.
Accepted by some Russian universities for English-medium degree courses.
B1
A2
A1
sources
Independent user
(`Threshold’)
Basic user (`Waystage’)
Basic user (`Breakthrough’)
CEFR 2001: 23 (English
edition)
Accepted by some European universities for on-English medium degree
courses where English is required for occasional listening, reading or
reference, e.g. some lectures, some articles, etc
Unacceptable for an English-medium academic course, but may be
acceptable for a course delivered largely in the mother-tongue with
occasional reference to English sources.
Unacceptable
Unacceptable
IELTS Handbook (adapted), information from websites of universities in
Russia and Switzerland
Scale 3: Academic Language Proficiency
CEFR level
C2
C1
B2
SCALE 2: OVERALL LANGUAGE PROFICIENCY
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.
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, wellstructured, detailed text on complex subjects, showing controlled use of organisational patterns,
connectors and cohesive devices.
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.
B1
Can understand the main points of clear standard input on familiar matters regularly encountered in
work, study, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where
the target language is spoken. Can produce simple connected text on topics which are familiar or of
personal interest. Can describe experiences and events, dreams, hopes and ambitions, and briefly give
reasons and explanations for opinions and plans.
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.
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.
source
Council of Europe (2001), Common European Framework of Reference for Languages, page 24 [English
edition]
Scale 7: Academic Speaking
Scale 6: Academic Listening
Scale 5: Academic Writing
Scale 4: Academic Reading
CEFR
level
SCALE 3: ACADEMIC LANGUAGE PROFICIENCY
Reading
Writing
Listening & Speaking
C2
Can access all
sources of
information quickly
and reliably.
Can make accurate and
complex notes during the
course of a lecture,
seminar or tutorial.
Can understand jokes,
colloquial asides and cultural
allusions.
C1
Can read quickly
enough to cope with
the demands of an
academic course.
Can write an essay which
shows ability to
communicate, giving few
difficulties for the reader.
B2
Can scan texts for
relevant information
and grasp main point
of text.
Can understand basic
instructions and
messages, for
example, computer
library catalogues,
with some help.
Can understand the
general meaning of a
simplified textbook
or articles, reading
very slowly.
Can read basic
notices and
instructions.
Can make simpler notes
that will be of reasonable
use for essay or revision
purposes.
Can write down some
information at a lecture, if
this is more or less
dictated.
Can follow abstract
argumentation, for example
the balancing of alternatives
and the drawing of a
conclusion.
Can give a clear presentation
on a familiar topic, and
answer predictable or factual
questions.
Can understand instructions
on classes and assignments
given by a teacher or lecturer.
B1
A2
A1
source
Can write a very simple
narrative or description,
such as `My last holiday’.
Can copy times, dates and
prices from notices on
classroom board or notice
board.
Can express simple opinions
using expressions such as `I
don’t agree’.
Can understand basic
instructions on class times,
dates and room numbers, and
on assignments to be carried
out.
`ALTE study statements’, in Common European Framework of Reference: Teaching,
Learning, Assessment, 2001: 256 [English edition]
CEFR level
C2
C1
SCALE 4A: ACADEMIC READING PROFICIENCY
♦ I can understand and interpret critically virtually all forms of the written language, including abstract, or
structurally complex non-literary and (where appropriate) literary writings
♦ I can understand a wide range of long and complex academic and professional texts, appreciating subtle
distinctions of style.
♦ I can understand various complex texts, appreciating implicit and well as explicit meaning (such as hidden
points, hints)..
♦ I can understand the text of reference books, technical manuals and legal contracts. I can explain difficult
sections..
♦ I can use my own knowledge and experience to interpret texts of different genres.
♦ I can extract information, ideas and opinions from highly-specialised texts in my own field, for example
research reports.
♦ I can understand in detail lengthy, complex texts both within and outside my academic field, provided I can reread difficult sections.
♦ I can understand a wide range of texts on academic, professional and other topics, locating factual
information, and differentiating between the real information and hypotheses.
♦ I can find the most relevant information in specialized texts related to my studies and professional interests
(e.g. report, review), and identify the main ideas and viewpoints.
♦ I can quickly read a text, identify its subject and line of argument, differentiating between the relevant and
irrelevant.
♦ I can understand specialized texts outside my field or professional interests, provided I can re-read fragments
using a dictionary to check comprehension.
♦ I can understand complex instruction for new equipment or procedures, even if they don’t relate to my own
academic/professional field, provided I can re-read difficult sections.
B2
♦ I can understand the main ideas of texts and articles related to my academic and professional interests. I can
understand different viewpoints, facts and conclusions. I can briefly sum up the main points.
♦ I can quickly scan through texts within my field and identify the most relevant fragments to read them more
thoroughly with a dictionary.
♦ I can understand clear, not too complex operating instructions.
♦ I can understand different types of correspondence, given the use of a dictionary.
B1
♦ I can understand uncomplicated texts related to my academic and professional interests.
♦ I can scan fairly long texts related to my academic or professional interests, and identify important sections to
read later with the dictionary.
♦ I can scan academic and professional texts and identify the relevant information, thus getting the idea of the
content.
A2
A1
source
♦ I can identify the most important and basic information from short texts related to me academic and
professional interests.
♦ I can find the necessary information in directories, announcements, advertisements, signs, notices,
instructions, etc related to my academic and professional interests.
♦ I can understand relevant forms and documents, and can fill them in, sometimes with the help of a dictionary.
♦ I can understand basic information on simple notices, posters, maps, advertisements, etc related top my
academic, professional or personal needs.
European Language Portfolio, UK adult and Russian high school editions.
SCALE 4B: ACADEMIC READING – SPECIFIC COMPETENCIES
Academic discourse
relates to language
knowledge and a
student’s ability to
mobilise appropriate
language in response
to the demands of a
specific academic
context.
Academic context
Discipline-related skills
Practical skills
source
♦ Read sufficiently quickly for course demands.
♦ Access non-literal interpretation of texts.
♦ Apply critical/sceptical approach
♦ Apply analytical approach
♦Understands relevance and status of journal articles
♦ Scan texts 9books in particular in order to make decisions on selection of materials and exploitation
of contents
♦ Scan texts and identify key points/sections
♦ Analyse and discuss written texts as group activity
♦ Go beyond superficial understanding of texts and demonstrate deep comprehension
♦ Synthesise information
♦ Understand subtleties/nuances of language.
♦ Have sufficient language knowledge and control (IELTS 6.5 obligatory).
relates to:
♦ the academic practices, values and conventions
♦ the cognitive capacity and metacognitive strategies required to cope with courses in this
environment
relate to recognising and exploring students’ disciplines and how they influence the way knowledge is
expanded and communicated
relate to the skills specifically appropriate to postgraduate study
BALEAP Can-do Framework for EAP Syllabus Design and Assessment (draft 2011)
CEFR level
C2
C1
B2
B1
A2
A1
source
SCALE 5A: ACADEMIC WRITING PROFICIENCY
♦ I can write clear and logical academic reports and articles on complex subjects, underlining the relevant issues.
♦ I can produce an academic article or report of my research, sum up others’ opinion, provide detailed information
and facts along with their critical appreciation.
♦ I can write a long report on the results of an assignment, project or academic course.
♦ I can write a review of a document or project, pointing out its strong and weak points, and supporting my
position with relevant argument.
♦ I can take minutes at a discussion, meeting, etc
♦ I can write summaries of academic/professional texts and books.
♦ I can write official letters.
♦ I can write clear, detailed and well-structured academic texts appropriate to the reader in mind.
♦ I can express myself on a complex topic, highlighting the most relevant points and stating my point clearly, e.g. in
an essay, report.
♦ I can write a commentary on an event or topic, underlining the main idea and supporting it with relevant
arguments and examples.
♦ I can write notes of a report, a discussion or summarize a lengthy academic text.
♦ I can write official letters expressing a complaint, my agreement/disagreement, making/declining an offer with
the necessary degree of politeness.
♦ I can write an application for a job, project, etc with relevant supporting documents (e.g. a CV).
♦ I can write clear and detailed texts (essays, reports or texts of presentations) on various topics related to my
academic field of interest.
♦ I can write summaries or articles on topics of general interest.
♦ I can summarise information from different sources and media.
I can discuss or debate a topic in an essay, giving reasons for or against a specific point of view and explaining the
advantages and disadvantages of different alternatives.
♦ I can systematically discuss a topic in an essay or report, emphasising decisive points and supporting details.
♦ I can express a viewpoint in a working paper or a dossier and can briefly list positive and negative points.
♦ I can write a short review of a book.
♦ I can write on topics within my academic field of interest in an easily comprehensible and generally correct way.
♦ I have a relatively large vocabulary which enables me to write on topics within my academic field of interest.
♦ I can discuss specialized questions by email.
♦ I can briefly summarize academic articles in writing.
♦ I can write talks in my field
♦ I can write on topics which are familiar to me in a simple and clearly structured way.
♦ I can write straightforward connected texts on a range of topics within my academic field of interest and can
express personal views and opinions.
♦ I can reply to advertisements and ask for more complete or specific information (e.g. an academic course, job).
♦ I can convey or ask for short simple factual information to colleagues in an email or circular memo.
♦ I can write my CV in summary form.
♦ I have a sufficiently large range of vocabulary to write on most topics concerned with my everyday life and work
in a relatively fluent and easily comprehensible way.
♦ I can write texts on topics which are familiar to me, highlighting the points which I consider important.
♦ I can write about aspects of my everyday life and work in simple phrases and sentences.
♦ I can write a very simple personal letter or email inviting or thanking somebody.
♦ I can explain where and I live and work and how to get there.
♦ I can fill in a questionnaire giving an account of my educational background, my job, my academic interests and
my specific skills.
♦ I can briefly introduce myself in a letter or email with simple phrases and sentences.
♦ I have a sufficiently large vocabulary to give general information about myself, my work and my everyday life.
♦ I can use the most important connecting words to indicate the chronological order of events (first, then, after).
♦ I can fill in a questionnaire with my personal details (job, age, employer, address, etc).
♦ I can write a simple note to tell somebody where I am or where we are to meet.
♦ I can write sentences and simple phrases about myself, for example where I live and what I do.
Adapted from the European Language Portfolio, UK Adult, Swiss Adult & Russian Upper Secondary School versions.
SCALE 5B: ACADEMIC WRITING – SPECIFIC COMPETENCIES
Academic discourse
relates to language
knowledge and a
student’s ability to
mobilise appropriate
language in response
to the demands of a
specific academic
context.
Academic context
Discipline-related skills
Practical skills
source
♦ Analyse assignment tasks and respond appropriately
♦ Identify where a critical or analytical response is required rather than a descriptive response.
♦ Organise written texts
♦ Produce a critical or analytical response
♦ Build and depart from model/sample structure (e.g. essay templayes)
♦ Connect content fluently
♦ Understand complexity and express this is writing
♦ Communicate subject content
♦ Communicate relevant information concisely
♦ Incorporate relevant literature to create and support argument
♦ Comment on sources
♦ Apply appropriate style and language register
♦ Avoid plagiarism
♦ Develop own voice/establish individual voice
♦ Write a bibliography
♦ Cite correctly
relates to:
♦ the academic practices, values and conventions
♦ the cognitive capacity and metacognitive strategies required to cope with courses in this
environment
relate to recognising and exploring students’ disciplines and how they influence the way knowledge is
expanded and communicated
relate to the skills specifically appropriate to postgraduate study
BALEAP Can-do Framework for EAP Syllabus Design and Assessment (draft 2011)
CEFR level
C2
C1
B2
B1
A2
A1
source
SCALE 6A: ACADEMIC LISTENING PROFICIENCY
♦ I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when
delivered at fast native speed, provided I have some time to get familiar with the accent.
♦ In lively and controversial academic discussions, I can grasp the positions, arguments, and argumentation
strategies of the participants.
♦ I can understand the oral texts necessary for an academic career, even when they include a high percentage of
idiomatic or metaphorical expressions.
♦ I am completely familiar with the specific vocabulary and idiomatic expressions in my field.
♦ I can follow extended speech even when it is not clearly structured and even when relationships are only implied
and not signalled explicitly.
♦ I can understand complex technical information, such as operating instructions, specifications for familiar
products and services.
♦ I can understand lectures, talks and reports in my field of professional or academic interest, even when they are
propositionally and linguistically complex.
♦ I can use the language fluently, accurately and effectively on a wide range of general, professional or academic
topics.
♦ I can express my ideas and opinions clearly and precisely, and can present and respond to complex lines of
reasoning convincingly.
♦ I can participate in a specialized discussion on a complex topic.
♦ I can understand in detail what is said to me in standard spoken language, even in a noisy environment.
♦ I can I can follow a lecture or talk within my own field, provided the subject matter is familiar and the
presentation straightforward and clearly structured.
♦ I can understand the main ideas of propositionally and linguistically complex speech on both concrete and
abstract topics delivered in a standard dialect, including technical discussions in my own field of specialisation.
♦ I can use a variety of strategies to achieve comprehension, including listening for main points, checking
comprehension by using contextual clues.
♦ I can follow the main points of extended discussion around me, provided speech is clearly articulated in standard
dialect.
♦ I can follow academic discussions in my own field.
♦ I can understand lectures and take notes in keywords.
♦ I can understand the main points of a lecture when clear sdtandard language is spoken and when it concerns
academic matters familiar to me.
♦ I can understand what is said clearly, slowly and directly to me in simple everyday conversation; it is possible to
make me understand, if the speaker can take the trouble.
♦ I can recognise phrases, words and expressions related to areas of most immediate priority (e.g. very basic
personal and family information, shopping, local geography, employment).
♦ I can catch the main point in short, clear, simple messages and announcements.
♦ I can understand when someone speaks very slowly to me and articulates carefully, with long pauses for me to
assimilate meaning.
♦ I can understand simple directions how to get from X to Y, by foot or public transport.
♦ I can understand questions and instructions addressed carefully and slowly to me and follow short, simple
questions.
♦ I can understand numbers, prices and times.
Adapted from the European Language Portfolio, UK Adult, Swiss Adult & Russian Upper Secondary School versions.
SCALE 6B: ACADEMIC LISTENING – SPECIFIC COMPETENCIES
Academic discourse
relates to language
knowledge and a
student’s ability to
mobilise appropriate
language in response
to the demands of a
specific academic
context.
Academic context
Discipline-related skills
Practical skills
source
♦ Understand rapid, colloquial `lecture’ speech
♦ Cope with different lecturing styles
♦ Understand unfamiliar/non-native accents
♦ Understand lengthy preambles
♦ Understand sufficient content to allow for engagement with topic (speed of comprehension and
assimilation of information)
♦ Understand sufficient content to detect lapses in understanding
♦ Use headings on PowerPoint to understand lecture organisation and meaning
♦ Cope with information presented orally and visually
♦ Cope with concurrent listening and note-taking
♦ Assimilate information and take full and effective notes
♦ Identify `big’ ideas’; dismiss less relevant detail
♦ Take notes sufficiently quickly to record detail appropriately
♦ Take notes without being impeded by poor spelling
♦ Respond to questions directed at him/her
relates to:
♦ the academic practices, values and conventions
♦ the cognitive capacity and metacognitive strategies required to cope with courses in this
environment
relate to recognising and exploring students’ disciplines and how they influence the way knowledge is
expanded and communicated
relate to the skills specifically appropriate to postgraduate study
BALEAP Can-do Framework for EAP Syllabus Design and Assessment (draft 2011)
CEFR level
C2
C1
B2
B1
A2
A1
source
SCALE 7A: ACADEMIC SPEAKING PROFICIENCY
♦ I can take part effortlessly in an academic or professional discussion with native speakers in both formal and
informal situations.
♦ I can orally sum up the information from different sources, rearranging the arguments and clearly formulating
the conclusions in a way appropriate to the target set.
♦ I can express myself using a wide range of language means to give emphasis and eliminate ambiguity.
♦ I can use a wide range of language means to convey finer shades of meaning precisely. I can evaluate any
utterance, emphasizing its importance and appropriateness.
♦ I have a good command of idiomatic expressions and colloquialisms. I am aware of their meaning and the
associations they call for.
♦ Using complex structures and wide-ranging specialized vocabulary, I can fluently and effectively express myself
on topics relevant to academic life and study trips abroad.
♦ I can take part in an informal academic/professional conversation with native speakers.
♦ I can speak fluently and accurately on a wide range of subjects related to my social and academic activities.
♦ I can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.
♦ I can make an oral summary of long complex texts and oral presentations/discussions.
♦ I can give detailed academic descriptions and presentations on various subjects, developing particular points and
rounding off with an appropriate conclusion.
♦ I can give an extended presentation on academic subjects related to my field, departing spontaneously from a
prepared text to answer a series of follow-up questions.
♦ I can successfully start, maintain and close a conversation, communicating with the necessary degree of fluency.
♦ I can exchange information within my academic field reliably.
♦ I can account for and sustain my viewpoint by providing relevant explanations, arguments and comments
♦ I can keep the discussion going along familiar ground, confirming comprehension, inviting others in, etc.
♦ I can carry out an interview, checking and confirming information, and developing the most interesting points.
♦ I can give clear, detailed presentations on a wide range of topics related to my academic field.
♦ I can participate in a discussion on familiar topics, though I may sometimes have to ask for repetition of particular
words or phrases.
♦ I can enter unprepared into discussions on familiar academic topics and explain the main point.
♦ I can give a simple presentation on familiar academic topics.
♦ I can briefly relate short fragments from an academic text I have read, using certain words and structures from
the text as a kind of support.
♦ I can communicate in simple tasks in everyday situations in social, travel or academic contexts.
♦ I can make an appointment, fix the time and time, and discuss our plans.
♦ I can ask and answer questions about my work and academic interests and plans.
♦ I can answer simple questions and react to simple messages in work/academic situations.
♦ I can describe my studies or future work.
♦ I can introduce myself and use basic greeting and leave-taking expressions appropriate to the situation.
♦ I can ask and answer questions about myself and other people (their names, their job titles, academic fields, etc),
provided the questions are asked at a slow rate of speech.
♦ I can initiate and respond to simple statements.
♦ I can briefly describe myself, the place I live and work, and people I know or work with.
Adapted from the European Language Portfolio, UK adult and Russian high school editions.
SCALE 7B: ACADEMIC SPEAKING – SPECIFIC COMPETENCIES
Academic discourse
relates to language
knowledge and a
student’s ability to
mobilise appropriate
language in response
to the demands of a
specific academic
context.
Academic context
Discipline-related skills
Practical skills
source
♦ Demonstrate high-level presentation skills
♦ Select appropriate detail and limit content of presentations
♦ Interact effectively with supervisor (acknowledging problems)
♦ Develop and maintain an independent stance while engaging effectively with supervisor
♦ Engage in `Socratic’ dialogue with supervisor
♦ Ask for advice and feedback
♦ Respond to advice and feedback
♦ Challenge a lecturer
♦ Ask for clarification
♦ Ask questions/respond to questions (seminar/lecture situations)
♦ Show disagreement
♦ Tell other people when they are wrong
♦ Communicate effectively, e.g. asking for things, giving orders, selling a product
♦ Co-operate and take part in group work in a lab environment
♦ Take part in group work analysing and solving problems
♦ Co-operate and complete group tasks (on time)
♦ Involve other participants in group work
♦ Report on group tasks
♦ Contribute to discussion in seminars
♦ Engage fully in discussion rather than providing superficial contribution
♦ Take part in group discussion
♦ Challenge other members of the group
relates to:
♦ the academic practices, values and conventions
♦ the cognitive capacity and metacognitive strategies required to cope with courses in this
environment
relate to recognising and exploring students’ disciplines and how they influence the way knowledge is
expanded and communicated
relate to the skills specifically appropriate to postgraduate study
BALEAP Can-do Framework for EAP Syllabus Design and Assessment (draft 2011)
STUDY SKILL
study planning
accessing & retrieving
information
using contextual & graphic
clues
note making & note taking
reference/library/research
skills
vocabulary & dictionary
skills
repair strategies
monitoring & evaluating
sources
B1
SCALE 8: STUDY SKILLS
B2
C1
C2
♦ I can organize my own
studies in my free time and
meet deadlines.
♦ I can keep useful and
appropriate records of my
coursework in an accessible
file or folder.
♦ I can make useful notes on
the main points from reading
and listening sources at the
appropriate level, or from the
whiteboard.
♦ I can use my notes to
complete tables, short written
texts and short talks.
♦ I can use an English to
English dictionary at the
appropriate level and select
the appropriate use of a word
or phrase.
♦ I can use a dictionary to find
out the pronunciation,
grammar and meaning of a
word.
♦ I can keep useful and
appropriate records of new
vocabulary and phrases for
reference and self-study, e.g.
wordlists. I can update and
use these regularly.
♦ I can ask for
repetition/clarification*
♦ I can ask for more detailed
information in a discussion on
familiar topics.*
♦ I can repeat some words or
phrases of my partner to check
my understanding of his/her
utterance.*
♦ I can use one word instead
of another which is not known
to me. I can ask the partner to
correct my mistake.
♦ I can realistically assess my
own performance and that of
other students at my level.
♦ I can take responsibility for
my own progress and work
independently on my weaker
areas and know when I need
help from others.
♦ I can edit and correct my
own work.
Wall P, `Using the CEF to develop English courses for adults at the University of Gloucestershire’, in Morrow K (ed)(2004), Insights
from the Common European Framework, Oxford: OUP, page 129
European Language Portfolio, Russian high school edition, 2001 (*) + CEFR section 5.1.4.3
SCALE 9: COMPARABILITY – CEFR & INTERNATIONAL EXAMINATIONS
CEFR
levels
BEC exams
C2
IELTS bands
Cambridge
ESOL exams
TOEFL
iBT
paper
7.5-9
Proficiency
(CPE)
-
-
C1
BEC Higher
6.5-7.5
Advanced (CAE)
120-110
300-271
B2
BEC Vantage
5.5-6.5
First Certificate
(FCE)
109-87
270-226
B1
BEC preliminary
4.5-5.5
Preliminary
(PET)
86-57
225-166
A2
3-4.5
Key English Test
(KET)
54-44
165-120
A1
1-2
n/a
n/a
notes
Business English
Certificate
International
English
Language
Testing
System
Cambridge ESOL
Test of English as a Foreign
Language, Educational Testing
Services
SCALE 10: REQUIRED TUITION HOURS
CEFR levels
tuition hours required
C2
1000-1200
C1
700-800
B2
500-600
B1
350-400
A2
180-200
A1
90-100
source
ALTE estimates
SCALE 11: ACADEMIC & PROFESSIONAL GENRES
LISTENING & SPEAKING GENRES
Introduction to place of work, office, laboratory, production
unit, machines, etc
Introduction to own job, responsibilities, working conditions,
etc
Description and explanation of equipment, processes, etc
Warnings, e.g. safety precautions
Instructions, e.g. operating instructions
Professional telephone conversations (professionalprofessional)
READING & WRITING GENRES
Warning labels/safety instructions
Notices, memoranda, internal messages
Advertisements (e.g. job advertisements)
Operating instructions
Product/service descriptions, design specifications
Manuals (e.g. operating manuals)
Price lists and catalogues
Initiative letters (to professionals/non-professionals)
Professional telephone conversations (professional-nonprofessional)
Responsive letters (to professionals/non-professionals)
Professional telephone conversations (non-professional-nonprofessional)
e-mails (initiative/responsive)
Interviews (professional-professional)
Faxes (initiative/responsive)
Forms and pro-formas
Applications, bids and tenders
Socialising, personal conversations
Proposals, recommendations
Consultations (professional-professional)
Consultations (professional-non-professional)
Negotiations (professional-professional)
Negotiations (professional-non-professional)
Professional meetings/workshop discussions
Professional talks/presentations (to professionals)
Professional talks/presentations (to non-professionals)
Academic lectures/conference presentations
Notes (taken at lectures, meetings, training sessions, etc)
Minutes of meetings
Reports and professional memoranda
Analytical reports (studies)
Contracts
Patents, certificates, statutes
Job profiles
Curriculum vitae/resumés
Articles and notices for company bulletins/in-house journals
Articles and abstracts in professional and research journals
Reviews of professional books
Professional/scientific books
Professional/scientific textbooks
Reference materials (encyclopaedia entries/articles)
Poster presentations (at exhibitions/conferences)
Hand-outs (at conferences, meetings, etc)
Notes (taken at lectures, meetings, training sessions, etc)
source: British Council Service English Project, Hungary: West R & A Tompos (2000), `From generic to specific: a genre-based approach to
ESP testing’, in Beaumont M & T O’Brien (eds), Collaborative Research in Second Language Education, Stoke-on-Trent: Trentham Books, pages
195-206