Common European Framework of Reference for Languages
Encyclopedia
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 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. 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 European standard for grading an individual's language proficiency.
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.
in the 1950s and sociolinguists such as Dell Hymes
. The approach regards language users as social agents who develop general and particular communicative competences while trying to achieve their everyday goals.
The CEFR divides general competences in knowledge (Descriptive knowledge
), skills, and existential competence and the particular communicative competences in linguistic competence
, sociolinguistic competence, and pragmatic competence. This division does not exactly match previously well-known notions of communicative competence
, but correspondences among them can be made.
General and particular communicative competences are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public, and personal.
A language user can develop various degrees of competence in each of these domains and to help describe them the CEFR has provided a set of Common Reference Levels.
The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.
These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.
Deutsche Welle (sponsored by the German government) suggests A-1 is reached with about 75 hours of German tuition. A-2.1 about 150 hours. A-2.2 about 225 hours. B 1.1 about 300 hours. B 1.2 about 400 hours.
Cambridge ESOL said that each level is reached with the following guided learning hours, A2, 180-200; B1, 350-400; B2, 500-600; C1, 700-800, and C2, 1,000-1,200.
.
The standards compared are:
The resulting correspondence between the ILR and ACTFL scales disagrees with the generally accepted one. The ACTFL standards were developed so that Novice, Intermediate, Advanced and Superior would correspond to 0/0+, 1/1+, 2/2+ and 3/3+, respectively on the ILR scale. Also, the ILR and NB OPS scales do not correspond despite the fact that the latter was modelled on the former.
and the United States ILR scale specifically.
For convenience, the following abbreviations will be used for the ACTFL levels:
A 2008 statistical study by Alfonso Martínez Baztán of Universidad de Granada based on the performances of a group of subjects determines the following ordering of the ACTFL and CEFR levels, in which higher levels are placed further right.
NL___NM__A1___NH___A2/IL_____IM__B1____IH____B2 _AL____ AM__C1___AH___C2__S_
The following table summarizes the results of Martínez Baztán, the equivalences between CEFR and ACTFL standards proposed in a 2005 paper by Erwin Tschirner of Universität Leipzig (also quoted by Martínez Baztán), and the equivalences of Buitrago (unpublished, 2006) as quoted in Martínez Baztán 2008.
In a panel discussion at the Osaka University of Foreign Studies, one of the coauthors of the CEFR, Brian North, stated that a "sensible hypothesis" would be for C2 to correspond to "Distinguished," C1 to "Superior," B2 to "Advanced-mid," and B1 to "Intermediate-high" in the ACTFL system.
This agrees with a table published by the American University Center of Provence giving the following correspondences:
A study by Buck, Papageorgiou and Platzek addresses the correspondence between the difficulty of test items under the CEFR and ILR standards. The most common ILR levels for items of given CEFR difficulty were as follows:
Europe
Europe is, by convention, one of the world's seven continents. Comprising the westernmost peninsula of Eurasia, Europe is generally 'divided' from Asia to its east by the watershed divides of the Ural and Caucasus Mountains, the Ural River, the Caspian and Black Seas, and the waterways connecting...
and, increasingly, in other countries (for example the Philippines
Philippines
The Philippines , officially known as the Republic of the Philippines , is a country in Southeast Asia in the western Pacific Ocean. To its north across the Luzon Strait lies Taiwan. West across the South China Sea sits Vietnam...
). It was put together by the Council of Europe
Council of Europe
The Council of Europe is an international organisation promoting co-operation between all countries of Europe in the areas of legal standards, human rights, democratic development, the rule of law and cultural co-operation...
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. 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 European standard for grading an individual's language proficiency.
Development
In 1991 the Swiss Federal AuthoritiesSwiss Federal Council
The Federal Council is the seven-member executive council which constitutes the federal government of Switzerland and serves as the Swiss collective head of state....
held an Intergovernmental Symposium in Rüschlikon
Rüschlikon
Rüschlikon is a municipality in the district of Horgen in the canton of Zürich in Switzerland. It is located on the west shore of Lake Zurich.- Coat of arms :Its coat of arms features a white shield with a seerose, a red flower with a yellow center....
, Switzerland
Switzerland
Switzerland name of one of the Swiss cantons. ; ; ; or ), in its full name the Swiss Confederation , is a federal republic consisting of 26 cantons, with Bern as the seat of the federal authorities. The country is situated in Western Europe,Or Central Europe depending on the definition....
, 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
Swiss National Science Foundation
The Swiss National Science Foundation is a science research support organization mandated by the Swiss Federal Government. The SNSF was established in 1952 as a foundation under private law. Its secretariat is based in Bern....
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.
Theoretical Background
The CEFR adopts an action oriented approach that, according to Carlos César Jiménez of Universidad Nacional Autónoma de México, can be traced back to theoretical proposals made by philosophers of language such as Ludwig WittgensteinLudwig Wittgenstein
Ludwig Josef Johann Wittgenstein was an Austrian philosopher who worked primarily in logic, the philosophy of mathematics, the philosophy of mind, and the philosophy of language. He was professor in philosophy at the University of Cambridge from 1939 until 1947...
in the 1950s and sociolinguists such as Dell Hymes
Dell Hymes
Dell Hathaway Hymes was a sociolinguist, anthropologist, and folklorist whose work dealt primarily with languages of the Pacific Northwest. He was one of the first to call the fourth subfield of anthropology "linguistic anthropology" instead of "anthropological linguistics"...
. The approach regards language users as social agents who develop general and particular communicative competences while trying to achieve their everyday goals.
The CEFR divides general competences in knowledge (Descriptive knowledge
Descriptive knowledge
Descriptive knowledge, also declarative knowledge or propositional knowledge, is the species of knowledge that is, by its very nature, expressed in declarative sentences or indicative propositions...
), skills, and existential competence and the particular communicative competences in linguistic competence
Linguistic competence
Linguistic competence is the system of linguistic knowledge possessed by native speakers of a language, it is in contrast to the concept of Linguistic performance, the way the language system is used in communication...
, sociolinguistic competence, and pragmatic competence. This division does not exactly match previously well-known notions of communicative competence
Communicative competence
Communicative competence is a term in linguistics which refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately....
, but correspondences among them can be made.
General and particular communicative competences are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public, and personal.
A language user can develop various degrees of competence in each of these domains and to help describe them the CEFR has provided a set of Common Reference Levels.
Common Reference Levels
The Common European Framework divides learners into three broad divisions which can be divided into six levels:- A Basic Speaker
- A1 Breakthrough or beginner
- A2 Waystage or elementary
- B Independent Speaker
- B1 Threshold or intermediate
- B2 Vantage or upper intermediate
- C Proficient Speaker
- C1 Effective Operational Proficiency or advanced
- C2 Mastery or proficiency
The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.
| 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 the most complex situations. |
These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.
Deutsche Welle (sponsored by the German government) suggests A-1 is reached with about 75 hours of German tuition. A-2.1 about 150 hours. A-2.2 about 225 hours. B 1.1 about 300 hours. B 1.2 about 400 hours.
Cambridge ESOL said that each level is reached with the following guided learning hours, A2, 180-200; B1, 350-400; B2, 500-600; C1, 700-800, and C2, 1,000-1,200.
Equivalences of Common Tests to CEFR Levels
Language schools and certificate bodies evaluate their own equivalences against the framework. Differences of estimation have been found to exist, for example, with the same level on the PTE A, TOEFL, and IELTS, and is a cause of debate between test producers.| CEFR level | City and Guilds | NQF (UK Only) National Qualifications Framework The National Qualifications Framework is a credit transfer system developed for qualifications in England, Wales and Northern Ireland.... |
Cambridge exam University of Cambridge ESOL examination University of Cambridge ESOL Examinations is a non-profit assessment organization that provides examinations in English language ability for non-native speakers of English and English teaching qualifications.- Overview :... |
CIEP Minister of National Education (France) The Ministry of National Education, Youth, and Sport , or simply "Minister of National Education," as the title has changed no small number of times in the course of the Fifth Republic) is the French government cabinet member charged with running France's public educational system and with the... / Alliance française Alliance française The Alliance française , or AF, is an international organisation that aims to promote French language and culture around the world. created in Paris on 21 July 1883, its primary concern is teaching French as a second language and is headquartered in Paris -History:The Alliance was created in Paris... diplomas |
DELE Dele A dele or deleatur is a proofreading symbol used to mark something for deletion.-Name:Dele, the more common term in modern American English , coincides with the imperative form of the Latin delere... |
Goethe Institute | IELTS IELTS IELTS , or 'International English Language Testing System', is an international standardised test of English language proficiency. It is jointly managed by University of Cambridge ESOL Examinations, the British Council and IDP Education Pty Ltd, and was established in 1989.There are two versions of... |
PTE Academic | PTE General PTE General PTE General are international English language exams for speakers of English as a foreign language .... (formerly LTE) |
AMCAD EFL | TOEIC TOEIC The Test of English for International Communication measures the ability of non-native English-speaking examinees to use English in everyday workplace activities.-Overview:... |
UNIcert UNIcert The UNIcert is an international system of certification and accreditation for various languages learnt in a university context. The main goal of UNIcert is to support language education for universities and to provide an accepted certificate that proves language knowledge outside universities.The... (different languages) |
Versant Versant The Versant suite of tests are computerized tests of spoken language available from Pearson. Versant tests were the first fully automated tests of spoken language to use advanced speech processing technology to assess the spoken language skills of non-native speakers. The Versant language suite... |
YKI YKI test YKI is the name given to the National Certificate of Language Proficiency issued by the University of Jyväskylä and sanctioned by the Finnish Ministry of Education, following a standardized exam comprising oral and written parts that match Common European Framework of Reference for Languages ... |
ALTE level | TOEFL TOEFL The Test of English as a Foreign Language, or TOEFL , evaluates the ability of an individual to use and understand English in an academic setting.... (IBT) |
British General Qualifications |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| C2 | Mastery | Level 7-8 | CPE Certificate of Proficiency in English The Certificate of Proficiency in English or CPE is the most advanced general English exam provided by University of Cambridge ESOL Examinations. The English level of those who have passed the CPE is supposed to be similar to that of a fairly educated native speaker of English... / CAE Certificate in Advanced English The Certificate in Advanced English is the advanced general English examination provided by University of Cambridge ESOL Examinations in England.- Overview :The examination comprises five parts:#Reading... grade A |
TCF Test de connaissance du français The Test de connaissance du français is a language placement test for non-native speakers of French. It is administered by the Centre international d'études pédagogiques for the French Ministry of Education... C2 / DALF C2 / DHEF |
C2 (formerly "Superior") | Zentrale Oberstufenprüfung Zentrale Oberstufenprüfung The Zeugnis über die Zentrale Oberstufenprüfung is a Goethe Institute certificate proving high-level German language ability. The ZOP is rated at level C2 of the Common European Framework of Reference for Languages — C2, the highest of the CEFR levels, signals a level of language ability... , Kleines Deutsches Sprachdiplom |
IELTS 8.5-9.0 | 85 | Level 5 | C2 | - | UNIcert IV | 79-80 | 6.taso | Level 5 | - | - |
| C1 | Expert | Levels 4-6 | CAE Certificate in Advanced English The Certificate in Advanced English is the advanced general English examination provided by University of Cambridge ESOL Examinations in England.- Overview :The examination comprises five parts:#Reading... , FCE First Certificate in English The First Certificate in English is one of the examinations available from University of Cambridge ESOL Examinations in England. Its possession proves one's adequacy in the English language, and its successful completion means that one is able to interact socially efficiently.- Sections :The test... grade A |
TCF Test de connaissance du français The Test de connaissance du français is a language placement test for non-native speakers of French. It is administered by the Centre international d'études pédagogiques for the French Ministry of Education... C1 / DALF C1 / DSLCF |
C1 | Goethe-Zertifikat C1 | IELTS 6.5-8.0 | 76 | Level 4 | C1 | 490 - 495 points (listening) | UNIcert III | 69-78 | 5.taso | Level 4 | 110-120 | - |
| B2 | Communicator | Level 3 | FCE First Certificate in English The First Certificate in English is one of the examinations available from University of Cambridge ESOL Examinations in England. Its possession proves one's adequacy in the English language, and its successful completion means that one is able to interact socially efficiently.- Sections :The test... |
TCF Test de connaissance du français The Test de connaissance du français is a language placement test for non-native speakers of French. It is administered by the Centre international d'études pédagogiques for the French Ministry of Education... B2 / DELF B2 / Diplôme de Langue |
B2 (formerly "Intermedio") | Goethe-Zertifikat B2, ZDfB Zertifikat Deutsch für den Beruf Zertifikat Deutsch für den Beruf, or ZDfB, is an international recognised examination which tests the level of German language ability for business and professional purposes... |
IELTS 5.0-6.0 | 59 | Level 3 | B2 | 785 - 990 points | UNIcert II | 58-68 | 4.taso | Level 3 | 87-109 | |
| B1 | Achiever | Level 2 | PET Preliminary English Test The Preliminary English Test is an international examination sanctioning a certain level of mastery of the English language. It is the second easiest diploma offered by University of Cambridge ESOL Examinations in England.... |
TCF Test de connaissance du français The Test de connaissance du français is a language placement test for non-native speakers of French. It is administered by the Centre international d'études pédagogiques for the French Ministry of Education... B1 / DELF B1 / CEFP 2 |
B1 (formerly "Inicial") | Zertifikat Deutsch | IELTS 4.0-4.5 | 43 | Level 2 | B1 | 550 - 780 points | UNIcert I | 47-57 | 3.taso | Level 2 | 57-86 | GCE A-Level / AS-Level |
| A2 | Access | Level 1 | KET | TCF Test de connaissance du français The Test de connaissance du français is a language placement test for non-native speakers of French. It is administered by the Centre international d'études pédagogiques for the French Ministry of Education... A2 / DELF A2 / CEFP 1 |
A2 | Start Deutsch 2 | 30 | Level 1 | A2 | 225 - 545 points | 36-46 | 2.taso | Level 1 | - | Higher Tier GCSE | ||
| A1 | Preliminary | Entry Level | no scored | TCF Test de connaissance du français The Test de connaissance du français is a language placement test for non-native speakers of French. It is administered by the Centre international d'études pédagogiques for the French Ministry of Education... A1 / DELF A1 |
A1 | Start Deutsch 1 | Level A1 | A1 | 120 - 220 points | 26-35 | 1.taso | Breakthrough level | - | Foundation Tier GCSE |
Canada
The following table establishes approximate equivalences between the CEFR and some Canadian and U.S. standards. It is based on the tentative "preliminary alignment tables of other language frameworks with the CEFR" in the report Proposal for a Common Framework of Reference for Languages for Canada by Larry Vandergrift of the University of Ottawa, published by Heritage CanadaHeritage Canada
The Heritage Canada Foundation , also known as Heritage Canada , is a registered charity with the mandate to encourage the protection and promotion of the built, natural, historic, and scenic heritage of Canada...
.
The standards compared are:
- The CEFR itself
- Interagency Language Roundtable Scale (ILR, United States)
- American Council for the Teaching of Foreign Languages Proficiency GuidelinesACTFL Proficiency GuidelinesThe ACTFL Proficiency Guidelines were created by the American Council on the Teaching of Foreign Languages in order to provide a means of assessing the proficiency of a foreign language speaker....
(ACTFL) - New Brunswick Oral Proficiency Scale (NB OPS, English and French only) http://www.gnb.ca/0381/032-e.asp
- Canadian Language BenchmarksCanadian language benchmarksThe Canadian Benchmarks are a 12-point scale of task-based language proficiency descriptors used to guide the teaching and assessment of ESL learners in Canada...
(CLB, English and French only) - Public Service Commission of CanadaPublic Service Commission of CanadaThe Public Service Commission of Canada is an independent government agency that safeguards merit-based hiring, non-partisanship, representativeness and the use of both official languages in the Canadian public service...
Second Official Language Proficiency Levels (PSC, English and French only) http://www.tbs-sct.gc.ca/gui/squn03-eng.asp
The resulting correspondence between the ILR and ACTFL scales disagrees with the generally accepted one. The ACTFL standards were developed so that Novice, Intermediate, Advanced and Superior would correspond to 0/0+, 1/1+, 2/2+ and 3/3+, respectively on the ILR scale. Also, the ILR and NB OPS scales do not correspond despite the fact that the latter was modelled on the former.
| CEFR | ILR | ACTFL | NB OPS | CLB | PSC |
|---|---|---|---|---|---|
| A1 | 0/0+/1 | Novice (Low/Mid/High) | Unrated/0+/1 | 1/2 | |
| A2 | 1+ | Intermediate (Low/Mid/High) | 1+/2 | 3/4 | A |
| B1 | 2 | Advanced Low | 2+ | 5/6 | |
| B2 | 2+ | Advanced Mid | 3 | 7/8 | B |
| C1 | 3/3+ | Advanced High | 3+ | 9/10 | C |
| C2 | 4 | Superior | 4 | 11/12 | |
| 4+/5 |
United States
Other work has addressed correspondence with the ACTFL Proficiency GuidelinesACTFL Proficiency Guidelines
The ACTFL Proficiency Guidelines were created by the American Council on the Teaching of Foreign Languages in order to provide a means of assessing the proficiency of a foreign language speaker....
and the United States ILR scale specifically.
For convenience, the following abbreviations will be used for the ACTFL levels:
- NL/NM/NH — Novice Low/Mid/High
- IL/IM/IH — Intermediate Low/Mid/High
- AL/AM/AH — Advanced Low/Mid/High
- S — Superior
- D — "Distinguished" (a name sometimes used for levels 4 and 4+ of the ILR scale instead including them within "Superior")
A 2008 statistical study by Alfonso Martínez Baztán of Universidad de Granada based on the performances of a group of subjects determines the following ordering of the ACTFL and CEFR levels, in which higher levels are placed further right.
NL___NM__A1___NH___A2/IL_____IM__B1____IH____B2 _AL____ AM__C1___AH___C2__S_
The following table summarizes the results of Martínez Baztán, the equivalences between CEFR and ACTFL standards proposed in a 2005 paper by Erwin Tschirner of Universität Leipzig (also quoted by Martínez Baztán), and the equivalences of Buitrago (unpublished, 2006) as quoted in Martínez Baztán 2008.
| CEFR | Martínez | Tschirner | Buitrago |
|---|---|---|---|
| NL, NM |
|
| |
| A1 | NH | NH | NL |
| A2 | IL, IM | IM | NM |
| B1 | IM, IH | IH | IL |
| B2 | IH, AL | AM | IM, IH |
| C1 | AM, AH | AH | AL, AM, AH |
| C2 | AH, S | S | S |
In a panel discussion at the Osaka University of Foreign Studies, one of the coauthors of the CEFR, Brian North, stated that a "sensible hypothesis" would be for C2 to correspond to "Distinguished," C1 to "Superior," B2 to "Advanced-mid," and B1 to "Intermediate-high" in the ACTFL system.
This agrees with a table published by the American University Center of Provence giving the following correspondences:
| CEFR | ILR | ACTFL |
|---|---|---|
| A1 | 0/0+ | NL, NM, NH |
| A2 | 1 | IL, IM |
| B1 | 1+ | IH |
| B2 | 2/2+ | AL, AM, AH |
| C1 | 3/3+ | S |
| C2 | 4/4+ | D |
A study by Buck, Papageorgiou and Platzek addresses the correspondence between the difficulty of test items under the CEFR and ILR standards. The most common ILR levels for items of given CEFR difficulty were as follows:
- Reading — A1: 1, A2: 1, B1: 1+, B2: 2+, C1: 3
- Listening — A1: 0+/1, A2: 1, B1: 1+, B2: 2, C1: 2+ (at least)
See also
- Task-based language learningTask-based language learningTask-based language learning , also known as task-based language teaching or task-based instruction focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling...
- European Day of LanguagesEuropean Day of LanguagesThe European Day of Languages is 26 September, as proclaimed by the Council of Europe on 6 December 2001, at the end of the European Year of Languages , which had been jointly organised by the Council of Europe and the European Union...
- 26 September - ACTFL Proficiency GuidelinesACTFL Proficiency GuidelinesThe ACTFL Proficiency Guidelines were created by the American Council on the Teaching of Foreign Languages in order to provide a means of assessing the proficiency of a foreign language speaker....
- Canadian language benchmarksCanadian language benchmarksThe Canadian Benchmarks are a 12-point scale of task-based language proficiency descriptors used to guide the teaching and assessment of ESL learners in Canada...
- English as a Foreign Language
- Language educationLanguage educationLanguage education is the teaching and learning of a foreign or second language. Language education is a branch of applied linguistics.- Need for language education :...
- ILR or Foreign Service Level language ability measures
- Test of Russian as a Foreign LanguageTest of Russian as a Foreign LanguageThe Test of Russian as a Foreign Language is a standardised test supervised by the Russian Ministry of Education and Science....
- HSK test
External links
- Council of Europe: Common European Framework of Reference for Languages
- EALTA European Association for Language Testing and Assessment
- Association of Language Testers in Europe
- Common European Framework of Reference in the U.S.
- Goethe-Institut: The Federal Republic of Germany’s cultural institution operational worldwide
- The European Language Certificates
- CLES - Certificat de compétences en Langues de l'Enseignement Supérieur (Higher Education Language Certificate, based on the CEFR
- The HCT-Cambridge ESOL CEFR Conference - United Arab Emirates