The CEFR organises language proficiency in six levels, A1 to C2, which can be regrouped into three broad levels: Basic User, Independent User and Proficient User, and that can be further subdivided according to the needs of the local context.

The new version updates and extends the CEFR 2001, which was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency.

For reception, production, interaction, and some competences the CEFR defines six common reference levels (A1, A2, B1, B2, C1, C2), using “can do” descriptors to define the learner/user’s proficiency at each level.

Main objectives of the CEFR: ⇒ promoting plurilingualism and diversification in the choice of languages in the curriculum ⇒ supporting the development and demonstration of the plurilingual profile of individual learners

an explanation of the key aspects of the CEFR for teaching and learning; a complete set of updated CEFR descriptors that replaces the 2001 set with: - modality-inclusive and gender-neutral descriptors; - added detail on listening and reading; - a new Pre–A1 level, plus enriched description at A1 and C levels;

The Companion Volume completes and clarifies the CEFR descriptive model by defining and further expanding constructs; extends and completes the CEFR set of descriptors; and broadens the conceptualisation of language education.

The CEFR Common Reference levels are fully defined in a structured set of illustrative ‘can-do’ descriptors for many different categories. The original descriptors for both the CEFR and European Language Portfolio were based on those developed in a Swiss National Research Project while also drawing on earlier Council of Europe’s ...

Mediation is one of the four modes in which the CEFR model organizes communication. Learners seen as social agents engage in receptive, productive, interactive or mediation activities or, more frequently, in a combination of two or more of them.

The CEFR: a non-prescriptive framework. As a common framework of reference, the CEFR is primarily intended as a tool for reflection, communication and empowerment. The CEFR does not tell practitioners what to do, or how to do it.

meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive ...