Cef Guide

uideTeacher’s Guide
to the

Common European Framework

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A Teacher’s Guide to the Common European Framework
Introduction
Since its publication in 2001, the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEF) has had a wide-ranging impact on the teaching and learning of languages around the world. Many ministries of education, local educationauthorities, educational institutions, teachers’ associations, and publishers use the CEF, and it will continue to have an impact for many years to come. In its own words, the CEF “provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc.” (CEF: 2001: 1) For many teachers and learners, though, there is some misunderstanding as to what thecontext, aims, and benefits of the CEF are. The purpose of this guide is to give teachers and learners insight into the CEF and to show how it can have a positive impact on learning, teaching, and assessment. This guide is not intended to replace a more in-depth reading of the CEF itself, nor can it provide all the answers to questions you or your learners may have. However, we hope that you willfind this introduction useful if you are considering the CEF as a classroom tool. Pearson Longman

Table of Contents
All of the topics listed below are addressed in this guide. Throughout we have provided quick reference tabs so you can find the information you need easily. At the end of some sections we have also addressed some frequently asked questions about the CEF.

Part 1: What is the CommonEuropean
Framework and how did it evolve? A. A common reference for describing language learning, teaching, and assessment B. Understanding and using the Global Scale C. Frequently asked questions

Part 2: How can teachers make use of
the CEF to help achieve their classroom goals? A. Understanding the benefits for teachers B. Using the CEF to “map” a journey C. Defining how long it will take toreach each CEF level D. Using CEF-referenced course books

Part 3: How can the CEF help students
reflect on their learning? A. Encouraging reflection B. Language Portfolios and the CEF

Part 4: Further suggestions

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Part 1: What is the Common European Framework and how did it evolve?
A. A common reference for describing language learning, teaching, and assessment.
People have beenlearning, teaching, and assessing language for centuries. In this long history, there have been as many different ways of teaching as there have been ways of describing levels of language learning and assessment. Even today, schools, universities, and language academies use many different methodologies and many ways to describe proficiency levels. What may be an intermediate level in one country maybe an upper-intermediate level in another. Levels may vary even among institutions in the same area. Consider how you would describe to a learner what you mean by intermediate: • What is an intermediate level? • What does intermediate mean to you as a teacher and to your learners?
Quick Reference:
Several issues become apparent when trying to describe levels of language learning, teaching, andassessment.

Reflecting this, the Council of Europe developed the Common European Framework of References for Languages to establish international standards for learning, teaching, and assessment for all modern European languages.

B. Understanding and using the Global Scale
The Common European Framework describes what a learner can do at six specific levels: A1, A2, B1, B2, C1, and C2. •Basic User (A1 and A2) • Independent User (B1 and B2) • Proficient User (C1 and C2)
Quick reference:
Common reference levels in the Global Scale range from A1 to C2.

These levels match general concepts of basic, intermediate, and advanced and are often referred to as the Global Scale. For each level, the full CEF document complements this by describing in depth • Competencies necessary for...