Mohammad Luthfi

Erhans Bonyardo K.L

Historical overview of the development of the
CEFR
 1960’s: Language learning for communication initiatives
 Focused on:
 Language learning for communication
 promoting a learner centred
 actional and positive approach.
 1970’s: Specifications for language learning objectives.
 focusing on scope and levels:
 Linguistic,
 sociolinguistic,
 discourse,
 socio-cultural,
 and social competence.
 1990 -> The Council of Europe was develop a comprehensive framework for language learning,
teaching and assessment in general.

 2001: the official version was launched in January 2001

 What is CEFR?
 What is CEFR?
 CEFR is methodology?
 It’s not a methodology, you can use your own style for
achieving new levels.
 Should we teach grammar?
 How they communicate and understand written and spoken
text.
 Why we learn CEFR?
 It is not a tool to promote Europe, it is a basic framework.
 Reception: receiving and processing input
 Production: includes both speaking and writing
activities.
 Interaction: Spoken interaction is considered to
be the origin of language, with interpersonal,
collaborative and transactional functions.
Illustrative Descriptor Scales
Spoken reception
Spoken production
Spoken Interaction
 ⇒ promoting plurilingualism and diversification in the
choice of languages in the curriculum
⇒ supporting the development and demonstration of
the plurilingual profile of individual learners
⇒ developing and reviewing the content of language
curricula and defining positive ‘can do’ descriptors adapted
Main objectives of
to the age, interests and needs of learners
the CEFR:
⇒ designing and developing textbooks and teaching
material
⇒ supporting teacher education and cooperation among
teachers of different languages
⇒ enhancing quality and success in learning, teaching and
assessment
⇒ facilitating transparency in testing and the
comparability of certifications
 Essence
Six levels of foreign language proficiency
This system makes it possible to:
 establish learning and teaching objectives
 review curricula
 design teaching materials and
 provide a basis for recognizing language qualifications thus facilitating educational and
occupational mobility.
 Learning, teaching, assessment
 Relating examinations to the CEFR
 Levels, descriptors and content specifications
Common Reference Levels
VIDEO
 A1
 A2
 B1
 B2
 C1 and C2
The CEFR has been written with two main aims:
 to encourage practitioners of all kinds in the language
field, including language learners themselves, to
reflect on questions regarding the analysis of
learning/teaching situations.

 to make it easier for practitioners to explain to each

other and to their clientèle what they wish learners to
achieve, and how they may do so.
References
 http://www.coe.int/en/web/common-european-framework-reference-
languages/home
 University of Cambridge (ESOL Examinations)
 Youtube
 Teacher Guide to the common European Framework