cefr, intro

1. The Common EuropeanThe Common European
Framework of ReferenceFramework of Reference
for Languagesfor Languages
Jesús Ángel GonzálezJesús Ángel González LópezLópez
(Universidad de Cantabria)(Universidad de Cantabria)

2. The Common European Framework for Languages: Learning,
Teaching, Assessment.
• Council of EuropeCouncil of Europe
 2001: European Year of Languages2001: European Year of Languages
““The Common European Framework provides aThe Common European Framework provides a
common basiscommon basis for the elaboration of languagefor the elaboration of language
syllabuses, curriculum guidelines, examinations,syllabuses, curriculum guidelines, examinations,
textbooks, etc. across Europe...textbooks, etc. across Europe... The CommonThe Common
European Framework is intended toEuropean Framework is intended to overcome theovercome the
barriersbarriers to communication among professionalsto communication among professionals
working in the field of modern languages arising fromworking in the field of modern languages arising from
the different educational systems in Europe.the different educational systems in Europe.
 Common language, common levels, common degrees andCommon language, common levels, common degrees and
certificatescertificates
 Political objectives: mobility, cooperation, integration.Political objectives: mobility, cooperation, integration.
 Plurilingualism and multiculturalismPlurilingualism and multiculturalism
 General context: competence learning, (Bologna Process)General context: competence learning, (Bologna Process)

3. From Europe to the WorldFrom Europe to the World

4. 1. Horizontal description of languages: An
action-oriented approach
“The approach adopted here, generally
speaking, is an action-oriented one in so far as it
views users and learners of a language primarily
as ‘social agents’, i.e. members of society who
have tasks (not exclusively language-related) to
accomplish in a given set of circumstances, in a
specific environment and within a particular field
of action”

5. Horizontal description of languages:
- Teaching and Learning through communicative
activities:
- Reading
- Listening
- Writing
- Speaking
- Interaction
- Mediation
- Description based on positive elements
- Skills-based teaching and assessment
- Long-life learning
- Autonomous learning
- Flexible framework

6. The CEF
The
Language
user/
learner
The
Context of
Language
use
Communicative
language
competences
General
competences
Assessment
= How
successful is
the
encounter?
Illustrative
scales
Teaching and
learning
= How to enrich
the
competences?
Common
European
Framework
of
Reference
(CEF)
Reception Production
Spoken
text
Written text
Real- life
task
Pedagogic
task
Test task
Domain:
Personal
Public
Occupational
Educational
Interaction
Mediation

7. Communicative CompetenceCommunicative Competence
 ““Competence/Performance” (Chomsky): innate knowledge ofCompetence/Performance” (Chomsky): innate knowledge of
the language vs. real use of the language in particularthe language vs. real use of the language in particular
situations.situations.
 ““Communicative competence” (Hymes, 1971): rules of usageCommunicative competence” (Hymes, 1971): rules of usage
of the language that allow the speaker to apply the grammarof the language that allow the speaker to apply the grammar
rules, considering the socio-cultural reality.rules, considering the socio-cultural reality.
 Canale-Swain: communicative competence subdivided into:Canale-Swain: communicative competence subdivided into:
• Grammatical competence: Linguistic codes, Words andGrammatical competence: Linguistic codes, Words and
rulesrules
• Strategic competence: verbal and non-verbal strategiesStrategic competence: verbal and non-verbal strategies
used to overcome communication difficultiesused to overcome communication difficulties
• Sociolinguistic competence: adapting the language to theSociolinguistic competence: adapting the language to the
context (speaker’s types and intentions)context (speaker’s types and intentions)
• Discursive competence: responsible for internal cohesionDiscursive competence: responsible for internal cohesion
and unity, how words and sentences are combined to makeand unity, how words and sentences are combined to make
up a textup a text
• Sociocultural competence (Van Ek): sociocultural referentsSociocultural competence (Van Ek): sociocultural referents
• Social competence (Van Ek): motivation, confidence,Social competence (Van Ek): motivation, confidence,
empathyempathy

8. General competences
•Declarative knowledge (“savoir”)
•Skills and know-how (“savoir faire”)
•Existential competence (“savoir être”)
•Ability to learn (“savoir apprendre”)
2. Pragmatic
Competences
•Discourse competence
•Functional competence
1. Linguistic competences
•Lexical
•Grammatical
•Semantic
•Phonological
•Orthographic
•Orthoepic
3. Sociolinguistic
competence
•Linguistic markers of social relations
•Politeness conventions
•Expressions of folk visdom
•Register differences
•Dialect and accent
Strategies
•productive
•receptive
•interactive
•mediating

9. BICS/CALP (Cummins)BICS/CALP (Cummins)
- BICS: Basic Interpersonal CommunicationBICS: Basic Interpersonal Communication
Skills (Basic Competences”)Skills (Basic Competences”)
- CALP: Academic Language (“LearntCALP: Academic Language (“Learnt
Competences”)Competences”)
- There are somenatives who are never able toThere are somenatives who are never able to
use adequately some academic competencesuse adequately some academic competences
It is important to balanceIt is important to balance
the two types ofthe two types of
competences incompetences in
assessmentassessment
(problem in some B2-C1(problem in some B2-C1
exams)exams)

10. 2. Vertical description: Levels
 A. Basic User: A1-A2
A1 (Access): The most basic level which can be
defined. Very simple interaction. In a few months.
A2 (Waystage): Intermediate step towards the
threshold level. Social functions.

11. 1.2. Vertical description: Levels
B. Independent User: B1-B2
B1 (Threshold level): User who crosses the
metaphoric threshold and is able to travel to a
foreign country and behave independently in
daily situations (public transport, travel agency).
375 hours for English. Ciclo Elemental E.O.I.
B2 (Advanced Level): User who is able to argue
and manage in social exchanges without
imposing tension. Also able to correct mistakes.

12. 1.2. Vertical description: Levels
 C. Competent User: C1-C2
C1 (Effective Proficiency): Not just independent,
but competent too. Wide range of vocabulary and
grammar. Able to use the language with
flexibility and efficiency for social, academic and
professional purposes.
C2 (Mastery): brilliant user, able to transmit
subtle shades of meanings and to use idioms
and colloquial language. Not a native.

13. A1
A2
B1
B2
C1
C2
 Basic user
 Independent user
 Competent user

14. The CEF levels
A1
A2
B1
B2
C2Basic
user
Independe
nt
user
Proficient
user
Basic needs and
very familiar topics in simple language
Social functions
and short monologue
Treshold level for coping with
everyday life
Regular relationships
with native speakers
Correct, accurate and appropriate
language use in demanding
contexts
Fluent, spontaneus communication in
a broad range of language
C1