Downloaded 472 times
Uploaded byJoel Acosta
CEFR Common European Framework of Reference for Languages
The Common European Framework of Reference for Languages (CEFR) was developed by the Council of Europe to improve language learning and teaching across Europe. It categorizes language proficiency into three levels (A, B, and C) and defines specific skills for reading, listening, speaking, and writing. The CEFR promotes an action-oriented approach, emphasizing the social and contextual aspects of language use.
More Related Content
Similar to CEFR Common European Framework of Reference for Languages
CEFR Common European Framework of Reference for Languages
- 1. Common European Frameworkof Reference for Languages Presented by Joel Acosta
- 2. Agenda • Background • Resultsof 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. Background It was puttogether 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. Background In 1991 theSwiss 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. Results of theSymposium • 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. Main Purpose To providea method of learning, teaching and assessing which applies to all languages in Europe
- 7. Version Manual A preliminaryversion 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. Common Reference Levels TheCommon 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.
- 10.
- 11.
- 12. Skills to bedeveloped 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. The understanding categoryintegrates 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. Skills to bedeveloped
- 15. Skills to bedeveloped
- 16. Skills to bedeveloped
- 17. The CEFR’s action-orientedapproach 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. Characteristics of CEFR Languageis 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. Characteristics of CEFR Communicativeacts comprise language activity, which is divided into four kinds Reception Production Interaction Mediation
- 20. Reception entails understanding language producedby 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. In order toengage 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. The language activity communicative acts Context conditions and constraints CEFRproposes four main domains of language personal, public, educational and occupational
- 23. Communicative acts are alwayscontextualized CLC includes sociolinguistic and pragmatic components
- 24. Allow us toface 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. . Communicative Acts Tasks Strategies understand andproduce spoken or written texts