Cef standards

Standards for foreign languages (English)

Luis Quishpe B.A. In ENGLISH LINGUISTIC

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CEF Standards for English

Purpose I

• To describe and analyse the standard proposed by the Council European Framework (CEF)

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• To discuss implications of the CEF levels for testing, assessment, and evaluation of a program.

• To familiarize audience with diverse sources and references

Purpose II

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The Council of Europe's Common European Framework of Reference for Languages: Learning, Teaching, Assessment project was one of the main components in Phase 2 of the more extensive project, Language Learning for European Citizenship (1989–1996).

Framework

Framework of Language Examinations.htm

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• ALTE members were involved in various stages of the development work of the CEF and in particular ALTE was commissioned by the EU to prepare a supplementary document intended for people involved in language test development.

ALTE

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Certain aspects of the CEF have already had an influence on the way ALTE members describe their examinations. In particular this relates to the specification of domains and communicative activities.

Domains

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In this conception of communication, the language users’ communicative competence is activated through various language activities which are themselves contextualized within domains.

Domains

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These domains are broadly classified as fourfold:

• personal, • public, • occupational and • educational.

Domains

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While the communicative activities are sub-divided into those which are:

• productive, • receptive, • interactive and • mediating.

Communicativeactivities

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The yardstick

A

Basic user

A1 A2(Breakthrough or beginner) (Waystage or elementary)

75-100 hrs 75-100 hrs 150-200


The yardstick

B

Independent user

B1 B2(Threshold or (Vantage or intermediate)

pre-intermediate)

180 -200 hrs 180-200 hrs

360-400


The yardstick

C

Proficient user

C1 C2(Effective Operational (Mastery or advanced)Proficiency or upper intermediate)

180-200 hrs 180-200 hrs360-400


The yardstick

C2

(Native-like proficiency)

Requires a

Total: 870-1000 hrs

CEF Levels

A1 - Beginners level - 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 - Pre-Intermediate level - 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.

The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.

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CEF Levels

B1 - Intermediate level - 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 - Independent User (upper intermediate) - 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.


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CEF Levels

C1 - Advanced level - 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.

C2 - Proficient User - 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.

CFE Standards for English

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ALTE Can Do Statements: overall general ability

Listening/Speaking Reading Writing

C2

CAN advise on or talk about complex or sensitive issues, understanding colloquial references and dealing confidently with hostile questions.

CAN understand documents, correspondence and reports, including the finer points of complex texts.

CAN write letters on any subject and full notes of meetings or seminars with good expression and accuracy.

C1

CAN contribute effectively to meetings and seminars within own area of work or keep up a casual conversation with a good degree of fluency, coping with abstract expressions.

CAN read quickly enough to cope with an academic course, to read the media for information or to understand non-standard correspondence.

CAN prepare/draft professional correspondence, take reasonably accurate notes in meetings or write an essay which shows an ability to communicate.

B2CAN follow or give a talk on a familiar topic or keep up a conversation on a fairly wide range of topics.

CAN scan texts for relevant information, and understand detailed instructions or advice.

CAN make notes while someone is talking or write a letter including non-standard requests.

B1

CAN express opinions on abstract/cultural matters in a limited way or offer advice within a known area, and understand instructions or public announcements.

CAN understand routine information and articles, and the general meaning of non-routine information within a familiar area.

CAN write letters or make notes on familiar or predictable matters.

A2CAN express simple opinions or requirements in a familiar context.

CAN understand straightforward information within a known area, such as on products and signs and simple textbooks or reports on familiar matters.

CAN complete forms and write short simple letters or postcards related to personal information.

A1CAN understand basic instructions or take part in a basic factual conversation on a predictable topic.

CAN understand basic notices, instructions or information.

CAN complete basic forms, and write notes including times, dates and places.

Can doStatements

CEF Levels

YARDSTICK TO DESCRIBE THE PROFICENCY OF EFL LEARNERS

USERLEVEL DESCRIPTOR

CEFNo. of hours required

Total hours

Program Generic name

Instruction + independent work

Proficient user C2 Mastery 90-100 910-1000 Native-like

C2.1 90-100 810-900

C1 Effective Operational proficiency

90-100 720-800 Advanced +Advanced

C1.1 90-100 630-700

Independent user B2 Vantage 90-100 540-600 Target FCEweb FILES\Target Exams Target FCE.htm

Upper Intermed.Intermed.

B2.1 90-100 450-500

B1 Threshold 90 -100 360-400 Target PET sweb FILES\Target Exams Target PET.htm

Pre-Interm.High beginner

B1.1 90 -100

270-300

Basic user A2 Waystage 90-100 180-200 Target KET for schoolsweb FILES\Target Exams Target KET for Schools.htm

General beginners

A1 Breakthrough 90-100


Warm-upActivity

• Reflection on the act of reading

• Instructions: Just read the sentence straight through

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Reflecting reading

Acocdrnig to an elgnsih unviesitry sutdy, the oredr of letetrs in a word dosen't mttaer, the olny thnig thta's iopmrantt is that the frsit and lsat ltteer of eevry word is in the crrecot ptoision. The rset can be jmbueld and one is stlil able to raed the txet wiohtut dclftfuiiy

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Descritpors• Think of a class you teach and match it to this description

• For example, a unit with simple texts and simple tasks on the topic “Sports and Free-time Activities”

• A1. Can understand very short simple texts, a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. Can recognise very basic phrases on simple notices in the most common everyday situations. Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support. Can follow short, simple written directions.

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References

CEF

• References• The Council of Europe: a Common European

Framework of Reference for Languages: Learning, Teaching, and Assessment.

• Cambridge University Press, 2000• Ek, V. & Trim. Treshold level. Cambridge University

Press, 1999• Ek, V. & Trim. Waystage level. Cambridge University

Press, 1999

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Cef standards

Technology

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