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Common European Framework of Reference
for Languages
Presented by Joel Acosta
Agenda
• Background
• Results of the Symposium
• Main Purpose
• Version Manual
• Common Reference Levels
– Level A
– Level...
Background
It was put together by the Council of Europe as the
main part of the project "Language Learning for
European Ci...
Background
In 1991 the Swiss Federal Authorities held an
Intergovernmental Symposium in Rüschlikon, Switzerland,
on "Trans...
Results of the Symposium
• A project to develop levels of proficiency, to lead
on to the creation of a "European Language
...
Main Purpose
To provide a method of learning, teaching and
assessing which applies to all languages in
Europe
Version Manual
A preliminary version of the Manual for Relating
Language Examinations to the CEFR was published
in 2003
• ...
Common Reference Levels
The Common European Framework divides
learners into three broad divisions that can be
divided into...
Level A
Level B
Level C
Skills to be developed
The Common European Framework of
Reference for Languages ​​defines the capabilities
that a student ...
The understanding category integrates listening skills
and reading comprehension
The speaking category integrates oral int...
Skills to be developed
Skills to be developed
Skills to be developed
The CEFR’s action-oriented approach
Since the 1970s the Council of Europe has promoted
an action-oriented approach to the ...
Characteristics of CEFR
Language is one of the foundations of human
behavior: we use it continuously to perform
communicat...
Characteristics of CEFR
Communicative acts comprise language activity, which
is divided into four kinds
Reception
Producti...
Reception
entails understanding language
produced by others, whether
in speech or in writing
Production
entails producing ...
In order to engage in language activity, the
communicative language competence includes
To understand and
produce language...
The language
activity
communicative
acts
Context
conditions and
constraints
CEFR proposes four
main domains of
language
pe...
Communicative acts
are always contextualized
CLC includes sociolinguistic
and pragmatic components
Allow us to face with
the social and cultural
dimensions of
communicative
behaviour
knowledge
Ability
sociolinguistic
comp...
.
Communicative Acts
Tasks
Strategies
understand and produce spoken or
written texts
CEFR Common European Framework of Reference for Languages
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CEFR Common European Framework of Reference for Languages

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, Colombia and 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.

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CEFR Common European Framework of Reference for Languages

  1. 1. Common European Framework of Reference for Languages Presented by Joel Acosta
  2. 2. Agenda • Background • Results of the Symposium • Main Purpose • Version Manual • Common Reference Levels – Level A – Level B – Level C • Skills to be developed • The CEFR’s action-oriented approach
  3. 3. Background 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. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability
  4. 4. Background 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". 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 among language teachers in Europe
  5. 5. Results of the Symposium • 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.
  6. 6. Main Purpose To provide a method of learning, teaching and assessing which applies to all languages in Europe
  7. 7. Version Manual A preliminary version of the Manual for Relating Language Examinations to the CEFR was published in 2003 • Linking a single test to the CEFR • Linking suites of exams at different levels • National studies by exam boards and research institutes
  8. 8. Common Reference Levels The Common European Framework divides learners into three broad divisions that can be divided into six levels The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level
  9. 9. Level A
  10. 10. Level B
  11. 11. Level C
  12. 12. Skills to be developed The Common European Framework of Reference for Languages ​​defines the capabilities that a student must be controlled in each of the levels for categories • Understand • Speak • Write
  13. 13. The understanding category integrates listening skills and reading comprehension The speaking category integrates oral interaction and speaking The writing category includes the skill of writing. Skills to be developed
  14. 14. Skills to be developed
  15. 15. Skills to be developed
  16. 16. Skills to be developed
  17. 17. The CEFR’s action-oriented approach Since the 1970s the Council of Europe has promoted an action-oriented approach to the description of language use. As elaborated in the CEFR this approach is complex, technical and extensive
  18. 18. Characteristics of CEFR Language is one of the foundations of human behavior: we use it continuously to perform communicative acts. Those acts may be external and social. Communicative acts may also be internal and private. All forms of reading and some forms of listening are examples of this
  19. 19. Characteristics of CEFR Communicative acts comprise language activity, which is divided into four kinds Reception Production Interaction Mediation
  20. 20. Reception entails understanding language produced by others, whether in speech or in writing Production entails producing speech or writing Interaction refers to spoken or written exchanges between two or more individuals Mediation makes communication possible between individuals or groups who are unable to communicate directly
  21. 21. In order to engage in language activity, the communicative language competence includes To understand and produce language. • Knowledge of the words • Knowledge of the sounds • Knowledge of the syntactic rules The ability to use such knowledge
  22. 22. The language activity communicative acts Context conditions and constraints CEFR proposes four main domains of language personal, public, educational and occupational
  23. 23. Communicative acts are always contextualized CLC includes sociolinguistic and pragmatic components
  24. 24. Allow us to face with the social and cultural dimensions of communicative behaviour knowledge Ability sociolinguistic competences Pragmatic competences support our ability to use language appropriately to fulfil particular functions
  25. 25. . Communicative Acts Tasks Strategies understand and produce spoken or written texts

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