1. The document discusses recent updates made to the Common European Framework of Reference for Languages (CEFR), including updating descriptors, developing new scales for mediation, and replacing the phonology scale. 2. It proposes considering language proficiency in terms of four modes (interaction, production, reception, mediation) rather than four skills. Descriptors are provided for each mode at different CEFR levels. 3. The new scales for mediation assess abilities like summarizing information from different written/spoken sources, explaining data and processing texts in speech or writing.

1. Recent updates to the CEFR
and relevance for classroom
practitioners
Brian North, Eurocentres
Tim Goodier, Eurocentres
Enrica Piiccardo, University of Toronto / Université Grenoble-Alpes
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org

2. Project brief
1. Update the 2001 scales with
validated, calibrated descriptors
2. Develop new scales for mediation

3. Changes to 2001 Descriptors
 No changes except when necessary
 2001 descriptors indicated (in blue)
 C-level enrichment
 Pre-A1 & A1 enrichment
 Plus levels
 Phonology – scale replaced
 Native speaker - removed

4. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017
Listening as a member of a live-audience concerns listening to a speaker addressing an audience, for example in a meeting or
seminar, at a conference or lecture, on a guided tour, at a wedding or other celebration. Understanding the speaker as a member of
an audience is in fact usually easier than Understanding conversation between other speakers, even though the user/learner is even
further away from being a participant in the talk. This is firstly because the more structured nature of a monologue means that it is
easier to bridge over sections that one doesn’t understand and pick up the thread again. Secondly, the speaker is more likely to be
using a neutral register and projecting his/her voice to maximize the ability of the audience to follow. Key concepts operationalised
in the scale include the following:
- following talk accompanying real artefacts (e.g. on a guided tour) and visual aids (e.g PowerPoint)
- the degree of accommodation to the audience (speed of delivery, extent to which usage is simplified)
- familiarity of the situation and subject matter
- following line of argument, distinguishing man points etc.
LISTENING AS A MEMBER OF A LIVE AUDIENCE
C2 Can follow specialised lectures and presentations employing colloquialism, regional usage or unfamiliar terminology.
Can make appropriate inferences when links or implications are not made explicit.
Can get the point of jokes or allusions in a presentation.
C1 Can follow most lectures, discussions and debates with relative ease.
B2
Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are
propositionally and linguistically complex.
Can understand the speaker’s point of view on topics that are of current interest or that relate to his/her specialised field,
provided that the talk is delivered in standard spoken language.
Can follow complex lines of argument in a clearly articulated lecture provided the topic is reasonably familiar.
Can distinguish main themes from asides, provided that the lecture or talk is delivered in standard spoken language.
Can recognise the speaker’s point of view and distinguish this from facts that he/she is reporting.
B1
Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward
and clearly structured.
Can distinguish between main ideas and supporting details in standard lectures on familiar subjects, provided these are
delivered in clearly articulated standard speech.
Can follow in outline straightforward short talks on familiar topics, provided these are delivered in clearly articulated standard
speech.
Can follow a straightforward conference presentation or demonstration with visual support (e.g. slides, handouts) on a topic
or product within his/her field, understanding explanations given.
Can understand the main points of what is said in a straightforward monologue like a guided tour, provided the delivery is
clear and relatively slow.
A2
Can follow the general outline of a demonstration or presentation on a familiar or predictable topic, where the message is
expressed slowly and clearly in simple language and there is visual support (e.g. slides, handouts).
Can follow a very simple, well-structured presentation or demonstration, provided that it is illustrated with slides, concrete
examples or diagrams, it is delivered slowly and clearly with repetition and the topic is familiar.
Can understand the outline of simple information given in a predictable situation, such as on a guided tour, e.g. ‘This is where
the President lives.’
A1 Can understand in outline very simple information being explained in a predictable situation like a guided tour, provided that
speech is very slow and clear and that there are long pauses from time to time.
Pre-A1 No descriptors available

5. Phonology scale replaced
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 5
PHONOLOGICAL CONTROL
Overall Phonological Control Sound articulation Prosodic features
C2 Can employ the full range of phonological features in the
target language with a high level of control – including
prosodic features such as word and sentence stress, rhythm
and intonation – so that the finer points of his/her message
are clear and precise. Intelligibility and effective conveyance
and enhancement of meaning are not affected in any way by
features of accent that may be retained from other
language(s).
Can articulate virtually all the sounds of the target language with clarity
and precision.
Can exploit prosodic features (e.g. stress, rhythm and
intonation) appropriately and effectively in order to convey
finer shades of meaning (e.g. to differentiate and
emphasise).
C1 Can employ the full range of phonological features in the
target language with sufficient control to ensure intelligibility
throughout. Can articulate virtually all the sounds of the
target language; some features of accent retained from other
language(s) may be noticeable, but they do not affect
intelligibility at all.
Can articulate virtually all of the sounds of the target language with a
high degree of control. He/she can usually self-correct if he/she
noticeably mispronounces a sound.
Can produce smooth, intelligible spoken discourse with
only occasional lapses in control of stress, rhythm and/or
intonation, which do not affect intelligibility or effectiveness.
Can vary intonation and place sentence stress correctly in
order to express precisely what he/she means to say.
B2 Can generally use appropriate intonation, place stress
correctly and articulate individual sounds clearly; accent
tends to be influenced by other language(s) he/she speaks,
but has little or no effect on intelligibility.
Can articulate a high proportion of the sounds in the target language
clearly in extended stretches of production; is intelligible throughout,
despite a few systematic mispronunciations.
Can generalise from his/her repertoire to predict the phonological
features of most unfamiliar words (e.g. word stress) with reasonable
accuracy (e.g. whilst reading).
Can employ prosodic features (e.g. stress, intonation,
rhythm) to support the message he/she intends to convey,
though with some influence from other languages he/she
speaks.
B1 Pronunciation is generally intelligible; can approximate
intonation and stress at both utterance and word levels.
However, accent is usually influenced by other language(s)
he/she speaks.
Is generally intelligible throughout, despite regular mispronunciation of
individual sounds and words he/she is less familiar with.
Can convey his/her message in an intelligible way in spite
of a strong influence on stress, intonation and/or rhythm
from other language(s) he/she speaks.
A2 Pronunciation is generally clear enough to be understood, but
conversational partners will need to ask for repetition from
time to time. A strong influence from other language(s)
he/she speaks on stress, rhythm and intonation may affect
intelligibility, requiring collaboration from interlocutors.
Nevertheless, pronunciation of familiar words is clear.
Pronunciation is generally intelligible when communicating in simple
everyday situations, provided the interlocutor makes an effort to
understand specific sounds.
Systematic mispronunciation of phonemes does not hinder intelligibility,
provided the interlocutor makes an effort to recognise and adjust to the
influence of the speaker's language background on pronunciation.
Can use the prosodic features of everyday words and
phrases intelligibly, in spite of a strong influence on stress,
intonation and/or rhythm from other language(s) he/she
speaks.
Prosodic features (e.g. word stress) are adequate for
familiar, everyday words and simple utterances.
A1 Pronunciation of a very limited repertoire of learnt words and
phrases can be understood with some effort by interlocutors
used to dealing with speakers of the language group
concerned. Can reproduce correctly a limited range of
sounds as well as the stress on simple, familiar words and
phrases.
Can reproduce sounds in the target language if carefully guided.
Can articulate a limited number of sounds, so that speech is only
intelligible if the interlocutor provides support (e.g. by repeating
correctly and by eliciting repetition of new sounds).
Can use the prosodic features of a limited repertoire of
simple words and phrases intelligibly, in spite of a very
strong influence on stress, rhythm, and/or intonation from
other language(s) he/she speaks; his/her interlocutor
needs to be collaborative.

6. Project brief
1. Update the 2001 scales with validated,
calibrated descriptors
2. Develop new scales for mediation

7. Four skills??
“Since the sixties it has become increasingly
clear that a simple classification of proficiency
as the “four skills” of listening, speaking,
reading and writing is inadequate, particularly
for curriculum development and testing.”
(H.H. Stern 1983: 347)
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017

8. • “Communication is an integral part of tasks
where participants engage in
• interaction,
• production,
• reception,
• mediation,
or a combination of two or more of these”
(CEFR, p. 157)
Four modes not four skills

9. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 9
A1 A2 B1 B2 C1 C2RECEPTION
Listening I can recognise familiar words
and very basic phrases
concerning myself, my family
and immediate concrete
surroundings when people
speak slowly and clearly.
I can understand phrases and
the highest frequency
vocabulary related to areas of
most immediate personal
relevance (e.g. very basic
personal and family
information, shopping, local
geography, employment). I can
catch the main point in short,
clear, simple messages and
announcements.
I can understand the main
points of clear standard speech
on familiar matters regularly
encountered in work, school,
leisure, etc. I can understand
the main point of many radio or
TV programmes on current
affairs or topics of personal or
professional interest when the
delivery is relatively slow and
clear.
I can understand extended
speech and lectures and follow
even complex lines of argument
provided the topic is reasonably
familiar. I can understand most
TV news and current affairs
programmes. I can understand
the majority of films in standard
dialect.
I can understand extended
speech even when it is not
clearly structured and when
relationships are only implied
and not signalled explicitly. I can
understand television
programmes and films without
too much effort.
I have no difficulty in
understanding any kind of spoken
language, whether live or
broadcast, even when delivered at
fast native speed, provided I
have some time to get familiar
with the accent.
Reading I can understand familiar
names, words and very simple
sentences, for example on
notices and posters or in
catalogues.
I can read very short, simple
texts. I can find specific,
predictable information in
simple everyday material such
as advertisements,
prospectuses, menus and
timetables and I can
understand short simple
personal letters
I can understand texts that
consist mainly of high frequency
everyday or jobrelated
language. I can understand the
description of events, feelings
and wishes in personal letters
I can read articles and reports
concerned with contemporary
problems in which the writers
adopt particular stances or
viewpoints. I can understand
contemporary literary prose.
I can understand long and
complex factual and literary
texts, appreciating distinctions of
style. I can understand
specialised articles and longer
technical instructions, even
when they do not relate to my
field.
I can read with ease virtually all
forms of the written language,
including abstract, structurally or
linguistically complex texts such
as manuals, specialised articles
and literary works.
INTERACTION
Spoken
Interaction
I can interact in a simple way
provided the other person is
prepared to repeat or
rephrase things at a slower
rate of speech and help me
formulate what I'm trying to
say. I can ask and answer
simple questions in areas of
immediate need or on very
familiar topics.
I can communicate in simple
and routine tasks requiring a
simple and direct exchange of
information on familiar topics
and activities. I can handle
very short social exchanges,
even though I can't usually
understand enough to keep the
conversation going myself.
I can deal with most situations
likely to arise whilst travelling in
an area where the language is
spoken. I can enter unprepared
into conversation on topics that
are familiar, of personal interest
or pertinent to everyday life (e.g.
family, hobbies, work, travel and
current events).
I can interact with a degree of
fluency and spontaneity that
makes regular interaction with
native speakers quite possible. I
can take an active part in
discussion in familiar contexts,
accounting for and sustaining
my views.
I can express myself fluently
and spontaneously without
much obvious searching for
expressions. I can use
language flexibly and effectively
for social and professional
purposes. I can formulate ideas
and opinions with precision and
relate my contribution skilfully to
those of other speakers.
I can take part effortlessly in any
conversation of discussion and
have a good familiarity with
idiomatic expressions and
colloquialisms. I can express
myself fluently and convey finer
shades of meaning precisely. If I
do have a problem I can
backtrack and restructure around
the difficulty so smoothly that
other people are hardly aware of
it.
Written
Interaction
I can write a short, simple
postcard, for examples
sending holiday greetings. I
can fill in forms with personal
details, for example entering
my name, nationality and
address on a hotel
registration form.
I can write short, simple notes
and messages relating to
matters in areas of immediate
need. I can write a very simple
personal letter, for example
thanking someone for
something.
I can write personal letters
describing experiences and
impressions.
I can write letters highlighting
the personal significance of
events and experiences.
I can express myself with clarity
and precision, relating to the
addressee flexibly and
effectively in an assured,
personal, style.
As C1
PRODUCTION
Spoken
Production
I can use simple phrases and
sentences to describe where I
live and people I know.
I can use a series of phrases
and sentences to describe in
simple terms my family and
other people, living conditions,
my educational background
and my present or most recent
job
I can connect phrases in a
simple way in order to describe
experiences and events, my
dreams, hopes & ambitions. I
can briefly give reasons and
explanations for opinions and
plans. I can narrate a story or
relate the plot of a book or film
and describe my reactions.
I can present clear, detailed
descriptions on a wide range of
subjects related to my field of
interest. I can explain a
viewpoint on a topical issue
giving the advantages and
disadvantages of various
options.
I can present clear, detailed
descriptions of complex subjects
integrating subthemes,
developing particular points and
rounding off with an appropriate
conclusion.
I can present a clear,
smoothlyflowing description or
argument in a style appropriate to
the context and with an effective
logical structure which helps the
recipient to notice and remember
significant points.
Written
Production
I can write simple isolated
phrases and sentences.
I can an write a series of simple
phrases and sentences linked
with simple connectors like
“and” , “but” and “because”.
I can write straightforward
connected text on topics which
are familiar or of personal
interest.
I can write clear, detailed text on
a wide range of subjects related
to my interests. I can write an
essay or report, passing on
information or or giving reasons
in support of or against a
particular point of view.
I can express myself in clear,
wellstructured text, expressing
points of view at some length. I
can write detailed expositions of
complex subjects in an essay or
a report, underlining what I
consider to be the salient
issues. I can write different
kinds of texts in a style
appropriate to the reader in
I can write clear, smoothlyflowing
text in an appropriate style. I can
write complex letters, reports or
articles which present a case with
an effective logical structure which
helps the recipient to notice and
remember significant points. I can
write summaries and reviews of
professional or literary works.

10. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 10
A1 A2 B1 B2 C1 C2RECEPTION
Listening I can recognise familiar words
and very basic phrases
concerning myself, my family
and immediate concrete
surroundings when people
speak slowly and clearly.
I can understand phrases and
the highest frequency
vocabulary related to areas of
most immediate personal
relevance (e.g. very basic
personal and family
information, shopping, local
geography, employment). I can
catch the main point in short,
clear, simple messages and
announcements.
I can understand the main
points of clear standard speech
on familiar matters regularly
encountered in work, school,
leisure, etc. I can understand
the main point of many radio or
TV programmes on current
affairs or topics of personal or
professional interest when the
delivery is relatively slow and
clear.
I can understand extended
speech and lectures and follow
even complex lines of argument
provided the topic is reasonably
familiar. I can understand most
TV news and current affairs
programmes. I can understand
the majority of films in standard
dialect.
I can understand extended
speech even when it is not
clearly structured and when
relationships are only implied
and not signalled explicitly. I can
understand television
programmes and films without
too much effort.
I have no difficulty in
understanding any kind of spoken
language, whether live or
broadcast, even when delivered at
fast native speed, provided I
have some time to get familiar
with the accent.
Reading I can understand familiar
names, words and very simple
sentences, for example on
notices and posters or in
catalogues.
I can read very short, simple
texts. I can find specific,
predictable information in
simple everyday material such
as advertisements,
prospectuses, menus and
timetables and I can
understand short simple
personal letters
I can understand texts that
consist mainly of high frequency
everyday or jobrelated
language. I can understand the
description of events, feelings
and wishes in personal letters
I can read articles and reports
concerned with contemporary
problems in which the writers
adopt particular stances or
viewpoints. I can understand
contemporary literary prose.
I can understand long and
complex factual and literary
texts, appreciating distinctions of
style. I can understand
specialised articles and longer
technical instructions, even
when they do not relate to my
field.
I can read with ease virtually all
forms of the written language,
including abstract, structurally or
linguistically complex texts such
as manuals, specialised articles
and literary works.
INTERACTION
Spoken
Interaction
I can interact in a simple way
provided the other person is
prepared to repeat or
rephrase things at a slower
rate of speech and help me
formulate what I'm trying to
say. I can ask and answer
simple questions in areas of
immediate need or on very
familiar topics.
I can communicate in simple
and routine tasks requiring a
simple and direct exchange of
information on familiar topics
and activities. I can handle
very short social exchanges,
even though I can't usually
understand enough to keep the
conversation going myself.
I can deal with most situations
likely to arise whilst travelling in
an area where the language is
spoken. I can enter unprepared
into conversation on topics that
are familiar, of personal interest
or pertinent to everyday life (e.g.
family, hobbies, work, travel and
current events).
I can interact with a degree of
fluency and spontaneity that
makes regular interaction with
native speakers quite possible. I
can take an active part in
discussion in familiar contexts,
accounting for and sustaining
my views.
I can express myself fluently
and spontaneously without
much obvious searching for
expressions. I can use
language flexibly and effectively
for social and professional
purposes. I can formulate ideas
and opinions with precision and
relate my contribution skilfully to
those of other speakers.
I can take part effortlessly in any
conversation of discussion and
have a good familiarity with
idiomatic expressions and
colloquialisms. I can express
myself fluently and convey finer
shades of meaning precisely. If I
do have a problem I can
backtrack and restructure around
the difficulty so smoothly that
other people are hardly aware of
it.
Written
Interaction
I can write a short, simple
postcard, for examples
sending holiday greetings. I
can fill in forms with personal
details, for example entering
my name, nationality and
address on a hotel
registration form.
I can write short, simple notes
and messages relating to
matters in areas of immediate
need. I can write a very simple
personal letter, for example
thanking someone for
something.
I can write personal letters
describing experiences and
impressions.
I can write letters highlighting
the personal significance of
events and experiences.
I can express myself with clarity
and precision, relating to the
addressee flexibly and
effectively in an assured,
personal, style.
As C1
PRODUCTION
Spoken
Production
I can use simple phrases and
sentences to describe where I
live and people I know.
I can use a series of phrases
and sentences to describe in
simple terms my family and
other people, living conditions,
my educational background
and my present or most recent
job
I can connect phrases in a
simple way in order to describe
experiences and events, my
dreams, hopes & ambitions. I
can briefly give reasons and
explanations for opinions and
plans. I can narrate a story or
relate the plot of a book or film
and describe my reactions.
I can present clear, detailed
descriptions on a wide range of
subjects related to my field of
interest. I can explain a
viewpoint on a topical issue
giving the advantages and
disadvantages of various
options.
I can present clear, detailed
descriptions of complex subjects
integrating subthemes,
developing particular points and
rounding off with an appropriate
conclusion.
I can present a clear,
smoothlyflowing description or
argument in a style appropriate to
the context and with an effective
logical structure which helps the
recipient to notice and remember
significant points.
Written
Production
I can write simple isolated
phrases and sentences.
I can an write a series of simple
phrases and sentences linked
with simple connectors like
“and” , “but” and “because”.
I can write straightforward
connected text on topics which
are familiar or of personal
interest.
I can write clear, detailed text on
a wide range of subjects related
to my interests. I can write an
essay or report, passing on
information or or giving reasons
in support of or against a
particular point of view.
I can express myself in clear,
wellstructured text, expressing
points of view at some length. I
can write detailed expositions of
complex subjects in an essay or
a report, underlining what I
consider to be the salient
issues. I can write different
kinds of texts in a style
appropriate to the reader in
I can write clear, smoothlyflowing
text in an appropriate style. I can
write complex letters, reports or
articles which present a case with
an effective logical structure which
helps the recipient to notice and
remember significant points. I can
write summaries and reviews of
professional or literary works.

11. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 11
A1 A2 B1INTERACTION
Spoken
Interaction
I can interact in a simple
way provided the other
person is prepared to
repeat or rephrase things
at a slower rate of speech
and help me formulate
what I'm trying to say. I can
ask and answer simple
questions in areas of
immediate need or on very
familiar topics.
I can communicate in simple
and routine tasks requiring a
simple and direct exchange
of information on familiar
topics and activities. I can
handle very short social
exchanges, even though I
can't usually understand
enough to keep the
conversation going myself.
I can deal with most
situations likely to arise
whilst travelling in an a
where the language is
spoken. I can enter
unprepared into conver
on topics that are famil
personal interest or per
to everyday life (e.g. fa
hobbies, work, travel an
current events).
Written
Interaction
I can write a short, simple
postcard, for examples
sending holiday greetings.
I can fill in forms with
personal details, for
example entering my
name, nationality and
address on a hotel
registration form.
I can write short, simple
notes and messages
relating to matters in areas
of immediate need. I can
write a very simple personal
letter, for example thanking
someone for something.
I can write personal lett
describing experiences
impressions.

12. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 12

13. Action-oriented approach
• Language learning is not an intellectual
pursuit to train minds.
• Language is not an abstract thing learnt
because one day you may use it
• Language is a practical skill to
communicate with others. Learning by
doing.
• Purposeful action in the language is
therefore central. = TASKS

14. Task
• Tasks are a feature of everyday life in the
personal, public, educational or occupational
domain
• Task accomplishment by an individual involves the
strategic activation of specific competences
• Any purposeful action considered by an
individual as necessary in order to achieve a given
result in the context of a problem to be solved, an
obligation to fulfill or an objective to be achieved
(CEFR p.10)

15. Realistic tasks are messy
they involve:
• integrated skills
• collaboration
• processing input (text)
• getting this input across to the others
• helping the progress of the task
• solving difficulties/disagreements
THIS IS MEDIATION
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017

16. Mediation in the CEFR 2001
“In mediating activities, the language user
is not concerned to express his/her
own meanings,
but simply
to act as an intermediary
between interlocutors who are unable to
understand each other directly, normally
(but not exclusively) speakers of different
languages. …”
(CEFR p. 87)

17. A broader interpretation
 diplomacy, conflict resolution, commercial
arbitration, counselling, guidance
 Social / Cultural
 operation through which knowledge is acquired
(Hegel); social mediation fundamental in
development of cognition (Vygotsky)
 Conceptual / Pedagogic
 involves reformulating, transcoding, alternating
languages, switching oral to written, changing
genres, combining text and other modes
 Textual / Linguistic

18. Pedagogic
Textual
Media
Social
Linguistic
Cultural

19. Relational Cognitive

20. Plurilingual & Pluricultural
across
languages
and
cultures
across
worlds
across
media
Cognitive
Literature
Online
Relational
Plurilingual and pluricultural

21. Categories for mediation
Mediating a text
 Relaying specific information
 Explaining data (e.g. in graphs)
 Processing text
 Listening & note-taking
 Expressing a personal response to
artistic text (including literature)
 Analysis and criticism of artistic text
(including literature)
Mediation strategies
 Linking to previous
knowledge
 Breaking down complicated
information
 Adapting language
 Elaborating a dense text
 Streamlining a text
Mediation as people
have interpreted it

22. Categories for mediation
Mediating concepts
 Facilitating collaborative
interaction with peers
 Collaborating to construct
meaning
 Managing interaction
 Encouraging conceptual
thought
Mediating communication
 Facilitating pluricultural
space
 Acting as an intermediary
 Facing delicate situations
and disputes
Broader interpretation

23. Categories for mediation
Mediating concepts
 Facilitating collaborative
interaction with peers
 Collaborating to construct
meaning
 Managing interaction
 Encouraging conceptual
thought
Mediating a text
 Relaying specific information
 Explaining data (e.g. in graphs)
 Processing text
 Listening & note-taking
 Expressing a personal response to
artistic text (including literature)
 Analysis and criticism of artistic text
(including literature)
Mediating communication
 Facilitating pluricultural
space
 Acting as an intermediary
 Facing delicate situations
and disputes
Mediation strategies
 Linking to previous
knowledge
 Elaborating a dense text
 Streamlining a text
 Breaking down complicated
information
 Adapting language

24. Categories
+ line interaction (2 scales)
 Online interaction
 Online conversation and discussion
 Goal-oriented online transactions and
collaboration
 Plurilingual & pluricultural competence
 Building on pluricultural repertoire
 Plurilingual comprehension
 Building on plurilingual repertoire

25. Conceptual mediation – in a group
• Can use questions, comments and simple reformulations to
maintain the focus of a discussion.
• Can ask questions to invite people to clarify their reasoning.
Facilitating pluricultural space
• Can support an intercultural exchange using a limited
repertoire to introduce people from different cultures and to
ask and answer questions, showing awareness that some
questions may be perceived differently in the cultures
concerned.
Plurilingual
• Can exploit creatively his limited repertoire in different
languages for everyday contexts, in order to cope with an
unexpected situation.
Descriptors (B1)

26. Categories for mediation
Mediating concepts
 Facilitating collaborative
interaction with peers
 Collaborating to construct
meaning
 Managing interaction
 Encouraging conceptual
thought
Mediating a text
 Relaying specific information
 Explaining data (e.g. in graphs)
 Processing text
 Listening & note-taking
 Expressing a personal response to
artistic text (including literature)
 Analysis and criticism of artistic text
(including literature)
Mediation strategies
 Linking to previous
knowledge
 Elaborating a dense text
 Streamlining a text
 Breaking down complicated
information
 Adapting language

27. Categories for mediation
Mediating concepts
 Facilitating collaborative
interaction with peers
 Collaborating to construct
meaning
 Managing interaction
 Encouraging conceptual
thought
Mediating a text
 Relaying specific information
 Explaining data (e.g. in graphs)
 Processing text
 Listening & note-taking
 Expressing a personal response to
artistic text (including literature)
 Analysis and criticism of artistic text
(including literature)
Mediation strategies
 Linking to previous
knowledge
 Elaborating a dense text
 Streamlining a text
 Breaking down complicated
information
 Adapting language

28. Categories for mediation
Mediating concepts
 Facilitating collaborative
interaction with peers
 Collaborating to construct
meaning
 Managing interaction
 Encouraging conceptual
thought
Mediating a text
 Relaying specific information
 Explaining data (e.g. in graphs)
 Processing text
 Listening & note-taking
 Expressing a personal response to
artistic text (including literature)
 Analysis and criticism of artistic text
(including literature)
Online interaction
 Online conversation and
discussion
 Goal-oriented online
transactions and collaboration
Mediation strategies
 Linking to previous
knowledge
 Elaborating a dense text
 Streamlining a text
 Breaking down complicated
information
 Adapting language

29. Categories for mediation
Mediating concepts
 Facilitating collaborative
interaction with peers
 Collaborating to construct
meaning
 Managing interaction
 Encouraging conceptual
thought
Mediating a text
 Relaying specific information
 Explaining data (e.g. in graphs)
 Processing text
 Listening & note-taking
 Expressing a personal response to
artistic text (including literature)
 Analysis and criticism of artistic text
(including literature)
Online interaction
 Online conversation and
discussion
 Goal-oriented online
transactions and collaboration
Mediation strategies
 Linking to previous
knowledge
 Elaborating a dense text
 Streamlining a text
 Breaking down complicated
information
 Adapting language

30. Mediation examples
• in textbooks
• by teachers
• in exams

31. In textbooks
(ex: English G21 - Cornelsen)

32. By teachers
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 32

33. By teachers
©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 33

34. Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 34
COPENHAGEN CARD Activity
1) Read the two texts highlighted on screen.
2) Write the answers to the following questions:
a) What is the language used in the texts? _______________ . How do you know?
b) What are these texts about? _______________ . How do you know?
c) How do you say the following words and expressions in English? And in Spanish?
i. timers kort _______________ _______________
ii. Voksen/Voksne _______________ _______________
iii. Børn/Barn _______________ _______________
iv. DKK _______________ _______________
v. Antal _______________ _______________
vi. LÆG I KURV _______________ _______________
d) What do you have to do in the section Antal? ____________
María-Teresa Berceruelo

35. The mingling-
of-languages
idea
Multilingual
testing
Monolingual
testing
Inexams(Greek national foreign language exams)

36. Η "Γαλάζια Σημαία", σύμβολο ποιότητας σε περίπου 40
χώρες σήμερα απονέμεται με αυστηρά κριτήρια σε
οργανωμένες ακτές και μαρίνες που διαχειρίζονται παράκτιοι
Δήμοι, ξενοδόχοι και άλλοι φορείς. Το 2008 η Ελλάδα
έχει 430 βραβευμένες ακτές και 8 μαρίνες που κέρδισαν τη
“Γαλάζια Σημαία”.
ΚΡΙΤΗΡΙΑ ΓΙΑ ΤΗΝ ΑΠΟΝΟΜΗ ΤΗΣ “ΓΑΛΑΖΙΑΣ
ΣΗΜΑΙΑΣ”
Περιβαλλοντική εκπαίδευση και πληροφόρηση
•Πληροφορίες για το παράκτιο οικοσύστημα και το
ευαίσθητο φυσικό περιβάλλον στον παράκτιο χώρο.
•Πληροφορίες για το Διεθνές Πρόγραμμα «Γαλάζιες
Σημαίες» στον Πίνακα Ανακοινώσεων της ακτής.
•Έντυπες πληροφορίες και αναρτημένες οδηγίες
συμπεριφοράς για την ακτή.
•Δραστηριότητες που να προβάλουν ενεργά τη προστασία
του φυσικού περιβάλλοντος της ακτής.
Ποιότητα νερών κολύμβησης
•Ποιότητα των νερών κολύμβησης, που να επιβεβαιώνεται με
δειγματοληπτικές μετρήσεις
Περιβαλλοντική Διαχείριση
•Περιοδικός καθαρισμός ακτής από σκουπίδια, αποτσίγαρα,
κλπ.
Imagine that you
work for the Greek
Tourist Organization.
Your department has
received a request
from the tourist
organization of
another country for
information about the
very successful ‘Blue
Flag’ programme.
You have been asked
to write a report (180-
200 words)
explaining how
Greece has managed
to achieve Blue Flag
status for many of its
beaches. Use
information from the
website below to
write your report.

37. Η "Γαλάζια Σημαία", σύμβολο ποιότητας σε περίπου 40
χώρες σήμερα απονέμεται με αυστηρά κριτήρια σε
οργανωμένες ακτές και μαρίνες που διαχειρίζονται παράκτιοι
Δήμοι, ξενοδόχοι και άλλοι φορείς. Το 2008 η Ελλάδα
έχει 430 βραβευμένες ακτές και 8 μαρίνες που κέρδισαν τη
“Γαλάζια Σημαία”.
ΚΡΙΤΗΡΙΑ ΓΙΑ ΤΗΝ ΑΠΟΝΟΜΗ ΤΗΣ “ΓΑΛΑΖΙΑΣ
ΣΗΜΑΙΑΣ”
Περιβαλλοντική εκπαίδευση και πληροφόρηση
•Πληροφορίες για το παράκτιο οικοσύστημα και το
ευαίσθητο φυσικό περιβάλλον στον παράκτιο χώρο.
•Πληροφορίες για το Διεθνές Πρόγραμμα «Γαλάζιες
Σημαίες» στον Πίνακα Ανακοινώσεων της ακτής.
•Έντυπες πληροφορίες και αναρτημένες οδηγίες
συμπεριφοράς για την ακτή.
•Δραστηριότητες που να προβάλουν ενεργά τη προστασία
του φυσικού περιβάλλοντος της ακτής.
Ποιότητα νερών κολύμβησης
•Ποιότητα των νερών κολύμβησης, που να επιβεβαιώνεται με
δειγματοληπτικές μετρήσεις
Περιβαλλοντική Διαχείριση
•Περιοδικός καθαρισμός ακτής από σκουπίδια, αποτσίγαρα,
κλπ.
Imagine that you
work for the Greek
Tourist Organization.
Your department has
received a request
from the tourist
organization of
another country for
information about the
very successful ‘Blue
Flag’ programme.
You have been asked
to write a report (180-
200 words)
explaining how
Greece has managed
to achieve Blue Flag
status for many of its
beaches. Use
information from the
website below to
write your report.

38. In exams: (Austrian plurilingual diploma)
Professional Baccalaureat - Oral – English & French
Topic: Healthy living
Context: Your class has organized a meeting with schools in
other countries to organize an international project
Interlocutors: One speaker of each of the candidates first and
second foreign languages – who do not speak each other’s
language
Spoken Production: Presentation, during the meeting, on a
survey carried out in Austrian Schools  English
 French
Spoken Interaction: Mediate information (English ↔ French)
discuss and make suggestions for a joint project

39. Austrian plurilingual diploma

40. Austrian plurilingual diploma

41. Validation
Intuitive: (Team of 8)
Collect, classify, edit, discuss, redraft
Qualitative: (990 informants in 140 institutes)
assigning to categories
• evaluating
• suggesting reformulations (shortening)
Quantitative (Rasch scaling)
• assigning to levels (Phase 2 > 1294 informants in 189
institutes )
• Yes/No responses (Phase 3 >3503 responses)

42. Consultation
1. Expert meeting (c30)
2. Pre-consultation expert survey Aug 2016 (58)
3. Main consultation (Oct 2016-Feb 2017)
 Institutions: NGOs, Cultural inst, networks (28)
 Individuals: survey participants, experts (500+)
4. Member states survey (20)

43. CEFR Companion Volume
 Clarification of aspects of CEFR
 Rationales for all scales, new & old
 Expanded illustrative descriptors
 Scales for Sign language
 Appendix with descriptors by level
 Web publication by January 2018
English French German