The document discusses the Common European Framework of Reference (CEFR) and its relevance for modern foreign language (MFL) classrooms. It provides an overview of the CEFR, including its origins in the Council of Europe and objectives of establishing a common system for language learning, teaching and assessment. It outlines key CEFR principles like learner autonomy and plurilingualism. It also discusses how the CEFR's "can-do" approach and use of language portfolios can support learning and teaching in MFL classrooms by focusing on what learners can do and facilitating reflection.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
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.
Common European Framework of Reference (CEFR)Sreeram Bojja
This document helps the language learners to understand what they know and do not know. This also serves as a tool to assess one's self and then to set appropriate learning goals.
Developed through a process of scientific research and wide consultation, the Common European Framework for Languages (CEFR), sponsored by the European Council, provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
This presentation gives a rudimentary explanation of each level of the CEFR, including the exams tested; also a summary of the grammar areas to be covered in each level is provided. Notice that the presentation contains active links.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
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.
Common European Framework of Reference (CEFR)Sreeram Bojja
This document helps the language learners to understand what they know and do not know. This also serves as a tool to assess one's self and then to set appropriate learning goals.
Developed through a process of scientific research and wide consultation, the Common European Framework for Languages (CEFR), sponsored by the European Council, provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
This presentation gives a rudimentary explanation of each level of the CEFR, including the exams tested; also a summary of the grammar areas to be covered in each level is provided. Notice that the presentation contains active links.
Published on May 11, 2015
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3. Origin:
• Council of Europe
• Collaborative process of development since 1970s
• Launched in 2001
Objectives:
• Descriptive, transparent and coherent system of reference
• Cooperation in areas of language learning and certification
• Ultimately, improved communication and cooperation in Europe
4. CEFR
The
bigger
picture COMMON EUROPEAN FRAMEWORK OF REFERENCE
Common to all languages, levels, target groups….
European – wider European values
Framework of Reference: Descriptive, not prescriptive
Learning, teaching and assessment
Multiplicity of functions and dimensions
Relevant to learners & spectrum of language professionals
Versatility through practical tools
Work in progress, adaptation to needs & contexts
5. A work in progress…
CEFR & CEFR-related resources
Generic
Language-specific
8. CEFR
The
bigger
picture
6 Overarching principles
Action-
oriented
definition
of language
Learner
autonomy/
language
awareness
Pluri-
lingualism
Pluri-
culturalism
Life-long
learning
European
citizenship
& mobility
Communicative
Can-do
Learner
at the centre
Reflective learner
Pluri-lingual/
multilingual
‘partial
competences’Pluri-culturalism/
Multiculturalism
Diversity
Before & after school
Proficiency
Language awareness
European identity
Integration/cohesion
Work & travel
opportunities
9. 3 statements max. per partner
Take note of:
the languages + language levels of both partners
My languages
My level in each language
11. Learning
&
Teaching
Can-do descriptors/language skills
• I can … ask somebody to do something
• I can … talk about an event, an experience or a dream
• I can … understand the key points of a newspaper article
• I can … describe events in a brief report
• I can… follow detailed directions to a place
12. A CEFR ‘can-do approach’?
Learning
&
Teaching
I can…
Can dos are related
to the learning
context… reflection
tool (p.21)
Prioritises the needs
of the learners
(p.44)
Form and meaning
are to be treated as
interdependent
(p.116)
Accuracy
in self-assessment is
increased with reference
to clear descriptors-
defined standards
(p.191)
Action-oriented
language use
Levels
Communicative definition
of language
Learning
Teaching
Assessment
Tasks
Can-dos
Competences
Skills
13. Learning
&
Teaching
Communicative activity:
Writing a letter
TASK
Reply to an e-mail
received from a friend
looking for information for a
weekend in Dublin
CAN DO DESCRIPTORS
I can write an e-mail
I can give information about a place
I can make suggestions about a place
I can ask for clarifications about expectations
I can ask for preferences about a place
I can express preferences about a place
I can express preferences
COMPETENCIES
Functions: providing information, asking for clarification, making
suggestions,..
Vocab (tourism language); Grammatical rules(time, place); Spelling rules
Register: writing to a friend (familiar)
E-mail correspondence conventions
Knowledge about Dublin, knowledge about the friend’s interests
14. CEFR principles, can-dos and learning contents
Learning
&
Teaching
- My objectives
- My progress in different skills
- My next goals
- How I learn, my strategies
- Similarities and differences between languages I know
- How the language works
- The pieces of work or files which best showcase my
proficiency
- Similarities and differences with people I have met or
heard about
- -…
Reflection on
15. 5 benefits of a ‘can-do’ approach - for students?
Learning
&
Teaching
5 benefits of a ‘can-do’ approach - for teachers ?
16. CEFR ‘Can-do approach’ benefits – for students
Learning
&
Teaching
I can. It’s about
what I can do, not
what I can’t do.
With the can-dos I
can describe my
proficiency
I can assess and
describe how
confident I am in
doing something
I can distinguish
differences in my
progression in
different skills
I am learning and I
can follow and
describe my
progression
I can describe and
reflect on my goals
It is motivating to
see how I progress
and to be able to
measure it
I can discuss what
works best with me
in language
learning
Understanding how
I learn best helps
me be a better
language learner
25. Example of proficiency levels:
C2
Can produce clear, smoothly flowing, well-structured speech with an effective logical structure which helps
the recipient to notice and remember significant points
C1
Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes,
developing particular points and rounding off with an appropriate conclusion
B2
Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of
significant points, and relevant supporting detail
B2
Can give clear, detailed descriptions and presentations on a whole range of subjects related to his/her field
of interest, expanding and supporting ideas with subsidiary points and relevant examples
B1
Can reasonably fluently sustain a straight forward description of one of a variety of subjects with hi/her field
of interest, presenting it as a linear sequence of points
A2
Can give a simple description or presentation of people, living and working conditions, daily routines,
likes/dislikes etc., … as a short series of simple phrases and sentences linked into a list
A1
Can produce simple mainly isolated phrases about people and places
Overall oral production
26. Example of proficiency levels:
Which is which?
Can write clear, detailed texts on a variety of subjects related to his/her field of interest, synthesising and
evaluating information and arguments from a number of sources
Can write clear, well structured texts on complex subjects, underlining the relevant salient issues, expanding
and supporting points of view at some length with subsidiary points, reasons and relevant examples, and
rounding off with an appropriate conclusion
Can write simple isolated phrases and sentences
Can write straightforward connected texts on a range of familiar subjects within his/her field of interest, by
linking a series of shorter discrete elements into a linear sequence
Can write clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure
which helps the reader find significant points
Can write a series of simple phrases and sentences linked with simple connectors like ‘and’, ‘but’, ‘because’
Overall written production
B2
C1
A1
B1
C2
A2
27. CEFR qualitative scales – example
Qualitative aspects of spoken lang. use
Range
Accuracy
Fluency
Interaction
coherence
32. Wouldn’t it be great…!
A tool for students to
map their progress
A tool recognising
my students’
pluri-lingualism
A practical tool
for a can-do
reflective
approach in
action
A way for students to
showcase their
language proficiency
