EUROPEAN FRAMEWORK B1

European Framework

Common European Framework of Reference for Languages (CEFR).

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of assessing and teaching which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency. Nonetheless, existing examination boards have retained their own naming conventions, e.g. "Intermediate", which are, arguably, easier for them, and their students, to remember.

• UNIcert (for different languages of both European and non-European countries), which is used in several European countries, is a university-language-education standard based on the CEFR.

Development

In 1991 the Swiss Federal Authorities held an Intergovernmental Symposium in Rüschlikon, Switzerland, on "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification". This symposium found that a 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 generally in Europe.
As a result of the symposium, the Swiss National Science Foundation set up 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.

Levels

The Common European Framework divides learners into three broad divisions which can be divided into six levels:

A Basic Speaker

A1 Breakthrough or beginner

A2 Waystage or elementary

B Independent Speaker

B1 Threshold or pre-intermediate

B2 Vantage or intermediate

C Proficient Speaker

C1 Effective Operational Proficiency or upper intermediate

C2 Mastery or advanced

The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.

Level	Description 
A1	Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A2	Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
B1	Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
B2	Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
C1	Can understand a wide range of demanding, longer texts, and recognise implicit 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 devices.
C2	Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

Deutsche Welle (sponsored by the German government) suggests A-1 is reached with about 75 hours of German study. A-2.1 about 150 hours. A-2.2 about 225 hours. B 1.1 about 300 hours. B 1.2 about 400 hours.
These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.

CEFR DIAGRAM



CEFR Level B1 (Our 3rd Year). Description.

 

The Common European Framework of Reference (CEFR) defines Level B1 as follows:

Examinations provided by ALTE members at Level B1 are influenced by the Council of Europe's Threshold 90 specification. At this level users should be able to cope linguistically in a range of everyday situations which require a largely predictable use of language. Much of what learners at this level can do involves a better understanding of the types of texts from which Waystage users can derive only the most basic points of information. Understanding at Level B1 differs in that it goes beyond merely being able to pick out facts and may involve opinions, attitudes, moods and wishes.

Several of the examinations provided by members of ALTE at Level B2 are used as measures of language ability for official or institutional purposes, such as entry to courses of study and as part of degree courses.

For more information about the Common European Framework, visit the ALTE website.
Speaking
In social and travel contexts, users at this level can buy goods in counter service shops, and order a meal in a restaurant, asking questions about the dishes on the menu and the services (such as use of credit cards) available. They can book a hotel room over the phone, and deal with most situations likely to arise while staying in a hotel. They can deal with a small number of routine situations in a bank, and ask questions about post office services. They can make a medical appointment over the phone, and give a simple explanation of a problem to a doctor, dentist or pharmacist. As tourists, they can get standard information from a Tourist Information office, and understand the main points of a guided tour, asking some simple questions for further information.

In the workplace, they can exchange opinions with colleagues as long as the topic is predictable, pass on messages and offer advice to clients within their own area of expertise.

If studying, they can ask simple questions, for example, for clarification, and take a limited part in a seminar or tutorial.

Writing
In social and travel contexts, users at this level can write short notes and messages and simple personal letters of a narrative or descriptive type, such as thank-you letters and post cards. In the workplace, they can write a short note of request and record a routine order. They can make notes during a meeting for their own purposes, and write a straightforward routine letter, although this will need to be checked by a colleague.

If studying, they can write down some information at a lecture, provided extra time is given for this. They can take notes from written sources, though these may well contain inaccuracies. They can write a simple narrative, but not an academic essay.

Reading
In social and travel contexts, Threshold users can understand most of the language on an ordinary menu, routine letters and forms, adverts and brochures related to hotels or other forms of accommodation. They can understand most labels on everyday medical and food products, and follow simple instructions for use of medicines and cooking instructions found on food packaging. As a general point, they can distinguish between personal and promotional mail from institutions such as banks, and get the general meaning of simple articles in newspapers or leaflets produced by post offices and banks.

In the workplace, they can read and act on standard letters which fall within their own work area. If given enough time, they can understand a report on a familiar topic. Instructions and product descriptions are also within the range of understanding at this level, provided that the language is simple and the subject matter predictable. If studying, reading speed for longer texts is likely to be slow. They can understand a graphic presentation of a familiar topic, as long as not much text is involved. They can extract information from a textbook or article if it is presented in simplified form or if they are given plenty of time and they can make use of support materials such as dictionaries.

Listening In social and travel contexts, users at this level can cope well enough to take part in a routine conversation on predictable topics to deal with most situations which might arise during a stay in a hotel. They can understand the general outline of a guided tour, the general meaning of a TV broadcast, and a simple phone message, but in each case the topic must be predictable and familiar.

In the workplace, users can take a routine order and deal with a predictable request from a visitor, for example, a request for a taxi to be called. They can take part in exchanges of opinions on familiar, predictable matters.

If studying, users at this level can understand some parts of a lecture and take a limited part in a seminar or tutorial, but only if allowances are made for the presence of non-native speakers. They can understand instructions on classes or assignments given by a teacher or lecturer.

 USEFUL LINKS REGARDING THIS TOPIC:

• Common European Framework (Complete text), Website Council of Europe.

           http://www.coe.int/t/dg4/linguistic/cadre_en.asp

• European Language Portfolio

          http://www.coe.int/T/DG4/Portfolio/?M=/main_pages/levels.html

• EALTA, European Association for Language Testing and Assessment

          http://www.ealta.eu.org/

• ALTE, Association of Language Testers in Europe

          http://www.alte.org/

• The European Day of Languages

          http://www.cilt.org.uk/home/valuing_languages/european_day_of_languages.aspx

          http://en.wikipedia.org/wiki/European_Day_of_Languages

Council of Europe levels	Description
C2 Mastery	The capacity to deal with material which is academic or cognitively demanding, and to use language to good effect at a level of performance which may in certain respects be more advanced than that of an average native speaker. Example: CAN scan texts for relevant information, and grasp main topic of text, reading almost as quickly as a native speaker. All practice tests at this level
C1 Effective Operational Proficiency	The ability to communicate with the emphasis on how well it is done, in terms of appropriacy, sensitivity and the capacity to deal with unfamiliar topics. Example: CAN deal with hostile questioning confidently. CAN get and hold onto his/her turn to speak. All practice tests at this level
B2 Vantage	The capacity to achieve most goals and express oneself on a range of topics. Example: CAN show visitors around and give a detailed description of a place. All practice tests at this level
B1 Threshold	The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information. Example: CAN ask to open an account at a bank, provided that the procedure is straightforward. All practice tests at this level
A2 Waystage	An ability to deal with simple, straightforward information and begin to express oneself in familiar contexts. Example: CAN take part in a routine conversation on simple predictable topics. All practice tests at this level
A1 Breakthrough	A basic ability to communicate and exchange information in a simple way. Example: CAN ask simple questions about a menu and understand simple answers.