Common European Framework of
Reference for Languages (CEFR)
Common European Framework of References for Languages (2001)
Corporate Author: Council of Europe
This book contains descriptor scales which describe the linguistic skills
needed by language learners to become competent speakers of another
language.
Contents
1. The Common European Framework in its political and educational
context;
2. Approach adopted;
3. Common reference levels;
4. Language use and the language user/learner;
5. The competences of the user/learner;
6. Language learning and teaching;
7. The role of tasks in language learning and teaching;
8. Linguistic diversification and the curriculum;
9. Assessment
1
CEFR
The Common European Framework of Reference for Languages (CEFR) is
a series of descriptions of abilities which can be applied to any language and
can be used to set clear targets for achievements within language learning. It
has now become accepted as a way of benchmarking language ability all
over the world.
Cambridge ESOL was involved in the development of this standard.
Brian North, one of the authors of the Framework:
“We're really at the beginning of the process of validating the
claims which are made by the examination boards about the
relationship of their exams to the Framework. There is a
difference between having a very good idea of what the
relationship is and confirming it.”
(Interview with Brian North in ELT news, Feb 06.)
2
Synopsis http://www.coe.int/t/dg4/linguistic/Synopsise_EN.asp#TopOfPage
Chapter 1 defines the aims, objectives and functions of the proposed Framework in the light of the overall
language policy of the Council of Europe and in particular the promotion of plurilingualism in response to
European linguistic and cultural diversity. It then sets out the criteria which the Framework should satisfy
Chapter 2 explains the approach adopted. The descriptive scheme is based on an analysis of language use
in terms of the strategies used by learners to activate general and communicative competences in order to
carry out the activities and processes involved in the production and reception of texts and the
construction of discourse dealing with particular themes, which enable them to fulfil the tasks facing them
under the given conditions and constraints in the situations which arise in the various domains of social
existence. The words underlined designate the parameters for the description of language use and the
user/learner's ability to use language.
Chapter 3 introduces the common reference levels. Progress in language learning with regard to the
parameters of the descriptive scheme can be calibrated in terms of a flexible series of levels of attainment
defined by appropriate descriptors. This apparatus should be rich enough to accommodate the full range
of learner needs and thus the objectives pursued by different providers, or required of candidates for
language qualifications.
Chapter 4 establishes in some (but not exhaustive or definitive) detail the categories (scaled where
possible) needed for the description of language use and the language user/learner according to the
parameters identified, covering in turn: the domains and situations providing the context for language
use; the themes, tasks and purposes of communication; communicative activities, strategies and
processes; and text; especially in relation to activities and media.
Chapter 5 categorises in detail the user/learner's general and communicative competences, scaled where
possible.
Chapter 6 considers the processes of language learning and teaching, dealing with the relation between
acquisition and learning and with the nature and development of plurilingual competence, as well as with
methodological options of a general or more specific kind, in relation to the categories set out in Chapters
3 & 4.
Chapter 7 examines in greater detail the role of tasks in language learning and teaching
Chapter 8 is concerned with the implications of linguistic diversification for curriculum design and
considers such issues as: plurilingualism and pluriculturalism; differentiated learning objectives; principles
of curriculum design; curricular scenarios; life-long language learning; modularity and partial
competences.
Chapter 9 discusses the various purposes of assessment and corresponding assessment types, in the light
of the need to reconcile the competing criteria of comprehensiveness, precision and operational feasibility.
The General Bibliography contains a selection of books and articles which users of the Framework may
wish to consult in order to go into greater depth with regard to the issues raised. The bibliography
contains relevant Council of Europe documents as well as works published elsewhere.
Appendix A discusses development of descriptors of language proficiency. Methods of and criteria for,
scaling and the requirements for formulating descriptors for the parameters and categories presented
elsewhere. are explained.
Appendix B gives an overview of the project in Switzerland which developed and scaled the illustrative
descriptors. The illustrative scales in the text are listed with page references.
Appendix C contains the descriptors for self-assessment at series of levels adopted by the DIALANG
Project of the European Commission for use on the Internet.
Appendix D contains the "Can Do" descriptors at the series of levels developed by the Association of
Language Testers in Europe (ALTE)
3
Common European Framework of
Reference for Languages
From Wikipedia, the free encyclopedia
http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Langua
ges
The Common European Framework of Reference for Languages: Learning,
Teaching, Assessment, or CEFR, is a guideline used to describe achievements of
learners of foreign languages across Europe. 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 assessing and teaching which
applies to all languages in Europe. In November 2001 a European Union Council
Resolution recommended using the CEFR to set up systems of validation of language
ability. The six reference levels (see below) are becoming widely accepted as the
standard for grading an individual's language proficiency. Nonetheless, existing
examination boards have retained their own naming conventions, e.g. "Intermediate",
which are, arguably, easier for them, and their students, to remember.

UNIcert (for different languages of both European and non-European countries),
which is used in several European countries, is a university-language-education
standard based on the CEF.
Development
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". This symposium found that a 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 generally in Europe.
As a result of the symposium, the Swiss National Science Foundation set up 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.
4
Levels
The Common European Framework divides learners into three broad divisions which can
be divided into six levels:
A Basic User
A1 Breakthrough
A2 Waystage
B Independent User
B1 Threshold
B2 Vantage
C Proficient User
C1 Effective Operational Proficiency
C2 Mastery
The CEFR describes what a learner is supposed to be able to do in reading, listening,
speaking and writing at each level, in details:
level
description
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.
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.
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.
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.
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.
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.
These descriptors can apply to any of the languages spoken in Europe, and there are
translations in many languages.
5
Common European Framework http://www.uta.fi/laitokset/kielikeskus/CEF/CEF.htm
pages 26-27
A1
Listening
Reading
Spoken Interaction
B1
I can recognise familiar
words and very basic
phrases concerning myself,
my family and immediate
concrete surroundings when
people speak slowly and
clearly.
I can understand phrases and
the highest frequency
vocabulary related to areas of
most immediate personal
relevance (eg 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 the main points of
clear standard speech on familiar
matters regularly encountered in
work, school, leisure, etc. I can
understand the main point of many
radio or TV programmes on
current affairs or topics of personal
or professional interest when the
delivery is relatively slow and
clear.
I can understand familiar
names, words and very
simple sentences, for
example on notices and
posters or in catalogues.
I can read very short, simple
texts. I can find specific,
predictable information in
simple everyday material such
as advertisements,
prospectuses, menus and
timetables and I can
understand short simple
personal letters.
I can understand texts that consist
mainly of high frequency everyday
or job-related language. I can
understand the description of
events, feelings and wishes in
personal letters.
I can interact in a simple
way provided the other
person is prepared to repeat
or rephrase things at a
slower rate of speech and
help me formulate what I'm
trying to say. I can ask and
answer simple questions in
areas of immediate need or
on very familiar topics.
I can communicate in simple
and routeine tasks requiring a
simple and direct exchange of
information on familiar topics
and activities. I can handle
very short social exchanges,
even though I can't usually
understand enough to keep the
conversation going myself.
I can communicate in simple and
routine tasks requiring a simple
and direct exchange of information
on familiar topics and activities. I
can handle very short social
exchanges, even though I can't
usually understand enough to keep
the conversation going myself.
I can use simple phrases and
sentences to describe where
I live and people I know.
I can use a series of phrases
and sentences to describe in
simple terms my family and
other people, living conditions,
my educational background
and my present or most recent
job.
I can use a series of phrases and
sentences to describe in simple
terms my family and other people,
living conditions, my educational
background and my present or
most recent job.
I can write a short, simple
postcard, for example
sending holiday greetings. I
can fill in forms with
personal details, for example
entering my name,
nationality and address on a
hotel registration form.
I can write short, simple notes
and messages relating to
matters in areas of immediate
need. I can write a very simple
personal letter, for example
thanking someone for
something.
I can write simple connected text
on topics which are familiar or of
personal interest. I can write
personal letters describing
experiences and impressions.
Spoken Production
Writing
A2
6
Listening
Reading
Spoken Interaction
Spoken Production
Writing
B2
C1
C2
I can understand extended
speech and lectures and
follow even complex lines
of argument provided the
topic is reasonably familiar.
I can understand most TV
news and current affairs
programmes. I can
understand the majority of
films in standard dialect.
I can understand extended
speech even when it is not
clearly structured and when
relationships are only implied
and not signalled explicitly. I
can understand television
programmes and films without
too much effort.
I have no difficulty 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.
I can read articles and
reports concerned with
contemporary problems in
which the writers adopt
particular stances or
viewpoints. I can understand
contemporary literary prose.
I can understand long and
complex factual and literary
texts, appreciating distinctions
of style. I can understand
specialised articles and longer
technical instructions even
when they do not relate to my
field.
I can read with ease virtually all
forms of the written language,
including abstract, structurally or
linguistically complex texts such
as manuals, specialised articles and
literary works.
I can interact with a degree
of fluency and spontaneity
that makes regular
interaction with native
speakers quite possible. I
can take an active part in
discussion in familiar
contexts, account for and
sustaining my views.
I can interact with a degree of
fluency and spontaneity that
makes regular interaction with
native speakers quite possible.
I can take an active part in
discussion in familiar contexts,
account for and sustaining my
views.
I can take part effortlessly in any
conversation or discussion and
have a good familiarity with
idiomatic expressions and
colloquialisms. I can express
myself fluently and convey finer
shades of meaning precisely. If I
do have a problem I can backtrack
and restructure around the
difficulty so smoothly that other
people are hardly aware of it.
I can present clear, detailed
descriptions on a wide range
of subjects related to my
field of interest. I can
explain a viewpoint on a
topical issue giving the
advantages and
disadvantages of various
options.
I can present clear, detailed
descriptions of complex
subjects integrating subthemes, developing particular
points and rounding off with
an appropriate conclusion.
I can present a clear, smoothly
flowing description or argument in
a style appropriate to the context
and with an effective logical
structure which helps the recipient
to notice and remember significant
points.
I can write clear, detailed
text on a wide range of
subjects related to my
interests. I can write an
essay or report, passing on
information or giving
reasons in support of or
against a particular point of
view. I can write letters
highlighting the personal
significance of events and
experiences.
I can express myself in clear,
well-structured text,
expressing points of view at
some length. I can write
detailed expositions of
complex subjects in a letter, an
essay or a report, underlining
what I consider to be the
salient issues. I can write
different kinds of texts in an
assured, personal, style
appropriate to the reader in
mind.
I can write clear, smoothly-flowing
text in an appropriate style. I can
write complex letters, reports or
articles which present a case with
an effective logical structure which
helps the recipient to notice and
remember significant points. I can
write summaries and reviews of
professional or literary works.
Common European Framework of Reference for Languages: Learning, teaching, assessment. 2001. Council of Europe.
Cambridge University Press.
7
Also see the following pages:
Context of Use: 48 Personal, Public, Occupational, Educational (locations, institutions,
persons, objects, events, operations, texts)
Themes: 52
58-130
Complete Text
http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Use in language testing
The ALTE (Association of Language Testers in Europe) "Can Do" project developed a
simplified set of 400+ descriptors for language examinations which relate to the Common
Reference Levels. These descriptors are in the form of "can-do statements", each saying
more simply what a learner can do at every level. There are four sections: general, social/
tourist, work and study. The ALTE project also gave its own names to the CEF levels:
"Breakthrough level" - "Level 5".
The ALTE was founded by the University of Cambridge in conjunction with the
University of Salamanca so the first exams to be related to their "Can-Do" statements
were the Cambridge EFL exams. However, today many more examining boards link their
exams to the system. Below is a table of some examinations as an example.
ALTE
level
CEFR
level
Cambridge
London
General
Goethe-Institut and/or
Tests of
English
TELC exams *)
English
CPE
Very
Level 5
Advanced
CIEP /
UNIcert
Alliance
IELTS (different
française
languages)
diplomas
Level 5
C2
Proficient
User
Level 4
C1
Proficient
User
Level 3
FCE
B2
Upper
Independent
Level 3
Intermediate
User
TCF B2 /
Zertifikat Deutsch Plus *),
DELF B2 /
Zertifikat Deutsch für den
5-6
Diplôme de
Beruf *)
Langue
Level 2
B1
PET
Independent Intermediate Level 2
User
Zertifikat Deutsch *)
TCF B1 /
DELF B1 /
CEFP 2
3.5 –
4.5
UNIcert I
Level 1
A2
Basic User
Start Deutsch 2 *)
TCF A2 /
DELF A2 /
CEFP 1
3
-
TCF A1 /
DELF A1
2-2
-
Breakthrough A1
level
Basic User
CAE
Advanced
Level 4
KET
Elementary Level 1
n/a
Zentrale
TCF C2 /
Oberstufenprüfung, kleines DALF C2 /
Dt. Sprachdiplom
DHEF
7.5+
UNIcert IV
Zentrale
Mittelstufenprüfung,
Prüfung
Wirtschaftsdeutsch
6.5 - 7
UNIcert III
Level A1 Start Deutsch 1 *)
TCF C1 /
DALF C1 /
DSLCF
UNIcert II
8