2. Historical overview of the development of the
CEFR
1960’s: Language learning for communication initiatives
Focused on:
Language learning for communication
promoting a learner centred
actional and positive approach.
1970’s: Specifications for language learning objectives.
focusing on scope and levels:
Linguistic,
sociolinguistic,
discourse,
socio-cultural,
and social competence.
1990 -> The Council of Europe was develop a comprehensive framework for language learning,
teaching and assessment in general.
2001: the official version was launched in January 2001
3. What is CEFR?
What is CEFR?
CEFR is methodology?
It’s not a methodology, you can use your own style for
achieving new levels.
Should we teach grammar?
How they communicate and understand written and spoken
text.
Why we learn CEFR?
It is not a tool to promote Europe, it is a basic framework.
4. Reception: receiving and processing input
Production: includes both speaking and writing
activities.
Interaction: Spoken interaction is considered to
be the origin of language, with interpersonal,
collaborative and transactional functions.
9. ⇒ promoting plurilingualism and diversification in the
choice of languages in the curriculum
⇒ supporting the development and demonstration of
the plurilingual profile of individual learners
⇒ developing and reviewing the content of language
curricula and defining positive ‘can do’ descriptors adapted
to the age, interests and needs of learners
⇒ designing and developing textbooks and teaching
material
⇒ supporting teacher education and cooperation among
teachers of different languages
⇒ enhancing quality and success in learning, teaching and
assessment
⇒ facilitating transparency in testing and the
comparability of certifications
Main objectives of
the CEFR:
10. Essence
Six levels of foreign language proficiency
This system makes it possible to:
establish learning and teaching objectives
review curricula
design teaching materials and
provide a basis for recognizing language qualifications thus facilitating educational and
occupational mobility.
Learning, teaching, assessment
Relating examinations to the CEFR
Levels, descriptors and content specifications
13. The CEFR has been written with two main aims:
to encourage practitioners of all kinds in the language
field, including language learners themselves, to
reflect on questions regarding the analysis of
learning/teaching situations.
to make it easier for practitioners to explain to each
other and to their clientèle what they wish learners to
achieve, and how they may do so.