The language abilities, grammar and vocabulary of students of English as a second (ESL) or foreign (EFL) language is classified according to the CEFR. The CEFR is not a certification or testing system itself but serves as a reference tool for language educators, learners and institutions.
Many foreign language users are asked their CEFR level, assigned a CEFR label, or required to achieve a CEFR level, whether for entry to an academic institute, some form of employment or citizenship papers. A1 and A2 are beginner levels, B1 and B2 are lower and upper intermediate language users, still much to learn but able to use the language independently to a good extent, C1 users are advanced and proficient language users, and C2 users have essentially reached native level.
At beginner and intermediate levels, language users’ capacity is determined by their ability to master certain grammatical structures. At advanced level fluency, spontaneity, flexibility and a more instinctive use, added to wide ranging grammatical and lexical reach, need to be evidenced.
What the CEFR is
The Common European Framework of Reference for Languages (CEFR) is a widely used framework that provides a common basis for describing language proficiency levels in a way that is broadly comprehensible and transferable across different languages. It was developed by the Council of Europe (the continent’s leading human rights organisation, which is an international organisation comprising 47 member states) and the framework was initially released in 2001.
The primary purpose of the CEFR is to facilitate communication and collaboration in the field of language education across Europe.
Key points about the CEFR
The CEFR framework levels, ranging from A1 to C2, are each accompanied by descriptors that outline the skills and competencies expected of a language learner at that level. These descriptors cover four main language skills to be assessed: listening, reading, speaking and writing.
Writing assessments evaluate a person’s ability to express themselves in writing. These could include essays, short answers or responses to prompts. Written assessments may be part of standardised tests or administered separately.
Listening assessments test a person’s ability to understand spoken language. Examinees listen to recorded conversations, lectures, or other audio materials, frequently in a variety of regional accents, and answer questions based on what they hear.
Reading assessments evaluate a person’s ability to understand written text. Test-takers read passages and answer questions specifically designed to demonstrate their comprehension skills both in complete understanding of a text and in the small details.
Speaking tests are often a combination of formal and informal conversations and interviews, and effectively assess a person’s ability to communicate orally. This may include assessing pronunciation, fluency, and the ability to engage in meaningful conversation.
The CEFR includes “can-do” statements, which describe specific tasks or activities that learners should be able to perform at each proficiency level. These statements are practical and help learners, teachers and institutions to understand what language learners are expected to achieve. All these can be viewed in detail on their official website: https://www.coe.int/en/web/common-european-framework-reference-languages
The CEFR is used by language teachers and learners to assess and communicate language proficiency levels. It helps learners set realistic goals, plan their language learning journey, and track their progress. Teachers use the framework to design courses, develop assessments and provide targeted feedback.
International recognition
While the CEFR was developed in the European context, it has gained widespread international recognition and is used by language educators and institutions worldwide. Many language learning materials, examinations and curricula are aligned with the CEFR to ensure consistency and comparability. This alignment allows for better communication and understanding of test results and facilitates the recognition of language qualifications and proficiency across different languages, countries and educational systems.
Other language councils around the world
The labels A1 to C2 for language proficiency levels were introduced and standardised by the CEFR and released in 2001, but while the CEFR is widely recognised and used globally, various countries and regions still have their own systems for assessing language proficiency, and these frameworks may not always use the A1 to C2 labels for categorising language levels.
American Council on the Teaching of Foreign Languages (ACTFL):
In the United States, the ACTFL Proficiency Guidelines are often used to assess language proficiency. They categorise proficiency into Novice, Intermediate, Advanced, Superior, and Distinguished levels.
Canadian Language Benchmarks (CLB):
Canada uses the Canadian Language Benchmarks to assess language proficiency. It has twelve benchmarks, ranging from Basic to Superior.
The Association of Language Testers in Europe (ALTE):
ALTE is an association of language exam providers in Europe, and while it works closely with the CEFR, it doesn’t have its own set of proficiency levels. Instead, it focuses on the development of language tests and examinations that align with the CEFR.
Australian Second Language Proficiency Ratings (ASLPR):
Australia has its own language proficiency scale called the ASLPR, which categorises proficiency into five levels.
National Qualifications Frameworks (NQFs):
Many countries have their own national qualifications frameworks that may include language proficiency levels. These frameworks can encompass various educational levels and qualifications, including language proficiency.
How language levels are assessed
Language proficiency levels are assessed through various methods, and the choice of assessment depends on the purpose, context and the skills being evaluated. Some language students require proof of their language ability to be able to join an academic institution such as a university in another country, some for the purpose of emigration, visas or citizenship, some for promotion in their existing employment.
Well-known examples of standardised language tests that are widely used today for assessing language competence include the Aptis, Pearson PTE, Cambridge and IELTS (International English Language Testing System) tests.
However, Oral Proficiency Interviews (OPI) are also a known way of assessing language proficiency. These are one-to-one interviews conducted by trained assessors that gauge a person’s ability to communicate effectively in the target language. The ACTFL Oral Proficiency Interview (OPI) is an example used for assessing ability in various languages.
Portfolio assessment can also be used in some instances, which involves the collection and evaluation of a learner’s work over time. This could include written assignments, projects, recordings of spoken language, and other artefacts that demonstrate language proficiency.
Immersive experiences, such as living in a country where the language is spoken, can serve as a practical assessment of language proficiency. Interaction in real-life situations, such as ordering food or asking for directions, can provide insights into a person’s ability to function in the language. In cases where candidates have already shown themselves to be highly competent in a language they may not be requested to provide any further evidence.
Conclusion
In summary, the use of a specific framework or proficiency scale can vary, and different language learning and assessment programmes may choose to align with different models based on their goals and preferences, but the Common European Framework of Reference for Languages (CEFR) is a comprehensive and widely accepted tool for describing language proficiency levels, and its framework and descriptors are globally understood in the field of language education.
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