Companion volume
COMMON EUROPEAN
FRAMEWORK
OF REFERENCE
FOR LANGUAGES:
LEARNING, TEACHING,
ASSESSMENT
The Council of Europe is the continent’s leading
human rights organisation. It comprises 47 member
stat
es, including all members of the European Union.
All Council of Europe member states have signed
up to the European Convention on Human Rights,
a treaty designed to protect human rights, democracy
and the rule of la
w. The European Court of Human Rights
oversees the implementation of the Convention in
the member states.
The CEFR Companion volume broadens the scope of language education. It re-
ects academic and societal developments since the publication of the Common
European Framework of Reference for Languages (CEFR) and updates the 2001
version. It owes much to the contributions of members of the language teaching
profession across Europe and beyond.
This volume contains:
► 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;
- a replacement scale for phonological competence;
- new scales for mediation, online interaction and plurilingual/
pluricultural competence;
- new scales for sign language competence;
► a short report on the four-year development, validation and consultation
processes.
The CEFR Companion volume represents another step in a process of engage-
ment with language education that has been pursued by the Council of Europe
since 1971 and which seeks to:
► promote and support the learning and teaching of modern languages;
►
enhance intercultural dialogue, and thus mutual understanding, social
cohesion and democracy;
► protect linguistic and cultural diversity in Europe; and
► promote the right to quality education for all.
ENG
PREMS 058220
http://book.coe.int
ISBN 978-92-871-8621-8
€29/US$58
EDUCATION FOR DEMOCRACY
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT
www.coe.int/lang-cefr
9 789287 186218
French edition:
Cadre européen commun de référence
pour les langues : apprendre, enseigner,
évaluer – Volume complémentaire
All rights reserved. No part of this
publication may be translated, reproduced
or transmitted, in any form or by any
means, electronic (CD-Rom, internet, etc.)
or mechanical, including photocopying,
recording or any information storage or
retrieval system, without prior permission
in writing from the Directorate of
Communication (F-67075 Strasbourg
Cedex or publishing@coe.int).
Cover design and layout: Documents
and Publications Production Department
(SPDP), Council of Europe
ISBN 978-92-871-8621-8
© Council of Europe, April 2020
Printed at the Council of Europe
Citation reference: Council of Europe
(2020), Common European Framework
of Reference for Languages: Learning,
teaching, assessment – Companion volume,
Council of Europe Publishing, Strasbourg,
available at www.coe.int/lang-cefr.
A preliminary version of this update to the Common European Framework
of Reference for Languages: learning, teaching, assessment was published
online in English and French in 2018 as “Common European Framework
of Reference for Languages: Learning, teaching, assessment: Companion
Volume with New Descriptors” and “Cadre européen commun de référence
pour les langues: apprendre, enseigner, évaluer : Volume complémentaire
avec de nouveaux descripteurs”, respectively.
This volume presents the key messages of the CEFR in a user-friendly
form and contains all CEFR illustrative descriptors. For pedagogical use
of the CEFR for learning, teaching and assessment, teachers and teacher
educators will nd it easier to access the CEFR Companion volume as
the updated framework. The Companion volume provides the links and
references to also consult the chapters of the 2001 edition, where necessary.
Researchers wishing to interrogate the underlying concepts and guidance
in CEFR chapters about specic areas should access the 2001 edition,
which remains valid.
Page 5
CONTENTS
FOREWORD 11
PREFACE WITH ACKNOWLEDGEMENTS 13
CHAPTER 1: INTRODUCTION 21
1.1. SUMMARY OF CHANGES TO THE ILLUSTRATIVE DESCRIPTORS 24
CHAPTER 2: KEY ASPECTS OF THE CEFR FOR TEACHING AND LEARNING 27
2.1. AIMS OF THE CEFR 28
2.2. IMPLEMENTING THE ACTIONORIENTED APPROACH 29
2.3. PLURILINGUAL AND PLURICULTURAL COMPETENCE 30
2.4. THE CEFR DESCRIPTIVE SCHEME 31
2.5. MEDIATION 35
2.6. THE CEFR COMMON REFERENCE LEVELS 36
2.7. CEFR PROFILES 38
2.8. THE CEFR ILLUSTRATIVE DESCRIPTORS 41
2.9. USING THE CEFR ILLUSTRATIVE DESCRIPTORS 42
2.10. SOME USEFUL RESOURCES FOR CEFR IMPLEMENTATION 44
2.10.1. WEB RESOURCES 44
2.10.2. BOOKS 45
CHAPTER 3: THE CEFR ILLUSTRATIVE DESCRIPTOR SCALES:
COMMUNICATIVE LANGUAGE ACTIVITIES AND STRATEGIES 47
3.1. RECEPTION 47
3.1.1. RECEPTION ACTIVITIES 48
3.1.1.1. ORAL COMPREHENSION 48
OVERALL ORAL COMPREHENSION 48
UNDERSTANDING CONVERSATION BETWEEN OTHER PEOPLE 49
UNDERSTANDING AS A MEMBER OF A LIVE AUDIENCE 50
UNDERSTANDING ANNOUNCEMENTS AND INSTRUCTIONS 51
UNDERSTANDING AUDIO OR SIGNED MEDIA AND RECORDINGS 52
3.1.1.2. AUDIOVISUAL COMPREHENSION 52
WATCHING TV, FILM AND VIDEO 52
3.1.1.3. READING COMPREHENSION 53
OVERALL READING COMPREHENSION 54
READING CORRESPONDENCE 54
Page 6 3 CEFR – Companion volume
READING FOR ORIENTATION 55
READING FOR INFORMATION AND ARGUMENT 56
READING INSTRUCTIONS 58
READING AS A LEISURE ACTIVITY 58
3.1.2. RECEPTION STRATEGIES 59
IDENTIFYING CUES AND INFERRING SPOKEN, SIGNED AND WRITTEN 60
3.2. PRODUCTION 60
3.2.1. PRODUCTION ACTIVITIES 61
3.2.1.1. ORAL PRODUCTION 61
OVERALL ORAL PRODUCTION 62
SUSTAINED MONOLOGUE: DESCRIBING EXPERIENCE 62
SUSTAINED MONOLOGUE: GIVING INFORMATION 63
SUSTAINED MONOLOGUE: PUTTING A CASE E.G. IN A DEBATE 64
PUBLIC ANNOUNCEMENTS 64
ADDRESSING AUDIENCES 65
3.2.1.2. WRITTEN PRODUCTION 66
OVERALL WRITTEN PRODUCTION 66
CREATIVE WRITING 67
REPORTS AND ESSAYS 68
3.2.2. PRODUCTION STRATEGIES 68
PLANNING 69
COMPENSATING 69
MONITORING AND REPAIR 70
3.3. INTERACTION 70
3.3.1. INTERACTION ACTIVITIES 71
3.3.1.1. ORAL INTERACTION 71
OVERALL ORAL INTERACTION 72
UNDERSTANDING AN INTERLOCUTOR 72
CONVERSATION 73
INFORMAL DISCUSSION WITH FRIENDS 74
FORMAL DISCUSSION MEETINGS 75
GOALORIENTED COOPERATION 76
OBTAINING GOODS AND SERVICES 77
INFORMATION EXCHANGE 78
INTERVIEWING AND BEING INTERVIEWED 80
USING TELECOMMUNICATIONS 81
3.3.1.2. WRITTEN INTERACTION 81
OVERALL WRITTEN INTERACTION 82
CORRESPONDENCE 82
NOTES, MESSAGES AND FORMS 83
3.3.1.3. ONLINE INTERACTION 84
ONLINE CONVERSATION AND DISCUSSION 84
Page 7
GOALORIENTED ONLINE TRANSACTIONS AND COLLABORATION 86
3.3.2. INTERACTION STRATEGIES 87
TURNTAKING 88
COOPERATING 88
ASKING FOR CLARIFICATION 89
3.4. MEDIATION 90
3.4.1. MEDIATION ACTIVITIES 91
OVERALL MEDIATION 91
3.4.1.1. MEDIATING A TEXT 92
RELAYING SPECIFIC INFORMATION 93
EXPLAINING DATA 96
PROCESSING TEXT 98
TRANSLATING A WRITTEN TEXT 102
NOTETAKING LECTURES, SEMINARS, MEETINGS, ETC. 105
EXPRESSING A PERSONAL RESPONSE TO CREATIVE TEXTS INCLUDING LITERATURE 106
ANALYSIS AND CRITICISM OF CREATIVE TEXTS INCLUDING LITERATURE 107
3.4.1.2. MEDIATING CONCEPTS 108
FACILITATING COLLABORATIVE INTERACTION WITH PEERS 109
COLLABORATING TO CONSTRUCT MEANING 109
MANAGING INTERACTION 112
ENCOURAGING CONCEPTUAL TALK 112
3.4.1.3. MEDIATING COMMUNICATION 114
FACILITATING PLURICULTURAL SPACE 114
ACTING AS AN INTERMEDIARY IN INFORMAL SITUATIONS WITH FRIENDS AND COLLEAGUES 115
FACILITATING COMMUNICATION IN DELICATE SITUATIONS AND DISAGREEMENTS 116
3.4.2. MEDIATION STRATEGIES 117
3.4.2.1. STRATEGIES TO EXPLAIN A NEW CONCEPT 118
LINKING TO PREVIOUS KNOWLEDGE 118
ADAPTING LANGUAGE 118
BREAKING DOWN COMPLICATED INFORMATION 118
3.4.2.2. STRATEGIES TO SIMPLIFY A TEXT 121
AMPLIFYING A DENSE TEXT 121
STREAMLINING A TEXT 121
CHAPTER 4: THE CEFR ILLUSTRATIVE DESCRIPTOR SCALES:
PLURILINGUAL AND PLURICULTURAL COMPETENCE 123
BUILDING ON PLURICULTURAL REPERTOIRE 124
PLURILINGUAL COMPREHENSION 126
BUILDING ON PLURILINGUAL REPERTOIRE 127
CHAPTER 5: THE CEFR ILLUSTRATIVE DESCRIPTOR SCALES:
COMMUNICATIVE LANGUAGE COMPETENCES 129
5.1. LINGUISTIC COMPETENCE 130
GENERAL LINGUISTIC RANGE 130
Page 8 3 CEFR – Companion volume
VOCABULARY RANGE 131
GRAMMATICAL ACCURACY 132
VOCABULARY CONTROL 132
PHONOLOGICAL CONTROL 133
ORTHOGRAPHIC CONTROL 136
5.2. SOCIOLINGUISTIC COMPETENCE 136
SOCIOLINGUISTIC APPROPRIATENESS 136
5.3. PRAGMATIC COMPETENCE 137
FLEXIBILITY 138
TURNTAKING 139
THEMATIC DEVELOPMENT 139
COHERENCE AND COHESION 140
PROPOSITIONAL PRECISION 141
FLUENCY 142
CHAPTER 6: THE CEFR ILLUSTRATIVE DESCRIPTOR SCALES: SIGNING COMPETENCES 143
6.1. LINGUISTIC COMPETENCE 144
SIGN LANGUAGE REPERTOIRE 144
DIAGRAMMATICAL ACCURACY 149
6.2. SOCIOLINGUISTIC COMPETENCE 153
SOCIOLINGUISTIC APPROPRIATENESS AND CULTURAL REPERTOIRE 153
6.3. PRAGMATIC COMPETENCE 157
SIGN TEXT STRUCTURE 157
SETTING AND PERSPECTIVES 161
LANGUAGE AWARENESS AND INTERPRETATION 164
PRESENCE AND EFFECT 166
PROCESSING SPEED 167
SIGNING FLUENCY 168
APPENDICES 171
APPENDIX 1: SALIENT FEATURES OF THE CEFR LEVELS 173
APPENDIX 2: SELFASSESSMENT GRID
EXPANDED WITH ONLINE INTERACTION AND MEDIATION 177
APPENDIX 3: QUALITATIVE FEATURES OF SPOKEN LANGUAGE EXPANDED WITH PHONOLOGY 183
APPENDIX 4: WRITTEN ASSESSMENT GRID 187
APPENDIX 5: EXAMPLES OF USE IN DIFFERENT DOMAINS FOR DESCRIPTORS OF ONLINE
INTERACTION AND MEDIATION ACTIVITIES 191
APPENDIX 6: DEVELOPMENT AND VALIDATION OF THE EXTENDED ILLUSTRATIVE DESCRIPTORS 243
APPENDIX 7: SUBSTANTIVE CHANGES TO SPECIFIC DESCRIPTORS PUBLISHED IN 2001 257
APPENDIX 8: SUPPLEMENTARY DESCRIPTORS 259
APPENDIX 9: SOURCES FOR NEW DESCRIPTORS 269
APPENDIX 10: ONLINE RESOURCES 273
Page 9
LIST OF TABLES AND FIGURES
LIST OF FIGURES
FIGURE 1 THE STRUCTURE OF THE CEFR DESCRIPTIVE SCHEME 32
FIGURE 2 THE RELATIONSHIP BETWEEN RECEPTION, PRODUCTION, INTERACTION AND MEDIATION 34
FIGURE 3 CEFR COMMON REFERENCE LEVELS 36
FIGURE 4 A RAINBOW 36
FIGURE 5 THE CONVENTIONAL SIX COLOURS 36
FIGURE 6 A FICTIONAL PROFILE OF NEEDS IN AN ADDITIONAL LANGUAGE LOWER SECONDARY CLIL 38
FIGURE 7 A PROFILE OF NEEDS IN AN ADDITIONAL LANGUAGE
POSTGRADUATE NATURAL SCIENCES FICTIONAL 39
FIGURE 8 A PLURILINGUAL PROFICIENCY PROFILE WITH FEWER CATEGORIES 40
FIGURE 9 A PROFICIENCY PROFILE OVERALL PROFICIENCY IN ONE LANGUAGE 40
FIGURE 10 A PLURILINGUAL PROFICIENCY PROFILE ORAL COMPREHENSION ACROSS LANGUAGES 40
FIGURE 11 RECEPTION ACTIVITIES AND STRATEGIES 47
FIGURE 12 PRODUCTION ACTIVITIES AND STRATEGIES 61
FIGURE 13 INTERACTION ACTIVITIES AND STRATEGIES 71
FIGURE 14 MEDIATION ACTIVITIES AND STRATEGIES 90
FIGURE 15 PLURILINGUAL AND PLURICULTURAL COMPETENCE 123
FIGURE 16 COMMUNICATIVE LANGUAGE COMPETENCES 129
FIGURE 17 SIGNING COMPETENCES 144
FIGURE 18 DEVELOPMENT DESIGN OF YOUNG LEARNER PROJECT 244
FIGURE 19 MULTIMETHOD DEVELOPMENTAL RESEARCH DESIGN 249
FIGURE 20 THE PHASES OF THE SIGN LANGUAGE PROJECT 254
LIST OF TABLES
TABLE 1 THE CEFR DESCRIPTIVE SCHEME AND ILLUSTRATIVE DESCRIPTORS: UPDATES AND ADDITIONS 23
TABLE 2 SUMMARY OF CHANGES TO THE ILLUSTRATIVE DESCRIPTORS 24
TABLE 3 MACROFUNCTIONAL BASIS OF CEFR CATEGORIES FOR COMMUNICATIVE LANGUAGE ACTIVITIES 33
TABLE 4 COMMUNICATIVE LANGUAGE STRATEGIES IN THE CEFR 35
TABLE 5 THE DIFFERENT PURPOSES OF DESCRIPTORS 44
Page 11
1. www.coe.int/lang-cefr.
2. www.coe.int/en/web/portfolio.
FOREWORD
The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)
1
is one of the
best-known and most used Council of Europe policy instruments. Through the European Cultural Convention
50 European countries commit to encouraging “the study by its own nationals of the languages, history and
civilisation” of other European countries. The CEFR has played and continues to play an important role in making
this vision of Europe a reality.
Since its launch in 2001, the CEFR, together with its related instrument for learners, the European Language
Portfolio (ELP),
2
has been a central feature of the Council of Europe’s intergovernmental programmes in the eld
of education, including their initiatives to promote the right to quality education for all. Language education
contributes to Council of Europe’s core mission “to achieve a greater unity between its members” and is
fundamental to the eective enjoyment of the right to education and other individual human rights and the
rights of minorities as well as, more broadly, to developing and maintaining a culture of democracy.
The CEFR is intended to promote quality plurilingual education, facilitate greater social mobility and stimulate
reection and exchange between language professionals for curriculum development and in teacher education.
Furthermore the CEFR provides a metalanguage for discussing the complexity of language prociency for all
citizens in a multilingual and intercultural Europe, and for education policy makers to reect on learning objectives
and outcomes that should be coherent and transparent. It has never been the intention that the CEFR should
be used to justify a gate-keeping function of assessment instruments.
The Council of Europe hopes that the development in this publication of areas such as mediation, plurilingual/
pluricultural competence and signing competences will contribute to quality inclusive education for all, and to
the promotion of plurilingualism and pluriculturalism.
Snežana Samardžić-Marković
Council of Europe
Director General for Democracy
Page 13
PREFACE WITH ACKNOWLEDGEMENTS
3. www.coe.int/lang-cefr.
4. www.coe.int/lang-platform.
5. Beacco J.-C. et al. (2016a), Guide for the development and implementation of curricula for plurilingual and intercultural education, Council
of Europe Publishing, Strasbourg, available at https://rm.coe.int/16806ae621.
6. Beacco J.-C. et al. (2016b), A handbook for curriculum development and teacher education: the language dimension in all subjects, Council
of Europe Publishing, Strasbourg, available at https://rm.coe.int/16806af387.
7. Beacco J.-C. and Byram M. (2007), “From linguistic diversity to plurilingual education: guide for the development of language education
policies in Europe”, Language Policy Division, Council of Europe, Strasbourg, available at https://rm.coe.int/16802fc1c4.
8. www.coe.int/en/web/lang-migrants/ocials-texts-and-guidelines.
9. www.coe.int/t/dg4/autobiography/default_en.asp.
10. Council of Europe (2018), Reference framework of competences for democratic culture, Council of Europe Publishing, Strasbourg, available
at https://go.coe.int/mWYUH, accessed 6 March 2020.
The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) was published
in 2001 (the European Year of Languages) after a comprehensive process of drafting, piloting and consultation.
The CEFR has contributed to the implementation of the Council of Europe’s language education principles,
including the promotion of reective learning and learner autonomy.
A comprehensive set of resources has been developed around the CEFR since its publication in order to support
implementation and, like the CEFR itself, these resources are presented on the Council of Europe’s CEFR website.
3
Building on the success of the CEFR and other projects a number of policy documents and resources that
further develop the underlying educational principles and objectives of the CEFR are also available, not only for
foreign/second languages but also for the languages of schooling and the development of curricula to promote
plurilingual and intercultural education. Many of these are available on the Platform of resources and references
for plurilingual and intercultural education,
4
for example:
f Guide for the development and implementation of curricula for plurilingual and intercultural education;
5
f A handbook for curriculum development and teacher education: the language dimension in all subjects;
6
f
“From linguistic diversity to plurilingual education: guide for the development of language education
policies in Europe”;
7
Others are available separately:
f policy guidelines and resources for the linguistic integration of adult migrants;
8
f guidelines for intercultural education and an autobiography of intercultural encounters;
9
f Reference framework of competences for democratic culture.
10
However, regardless of all this further material provided, the Council of Europe frequently received requests to
continue to develop aspects of the CEFR, particularly the illustrative descriptors of second/foreign language
prociency. Requests were made asking the Council of Europe to complement the illustrative scales published
in 2001 with descriptors for mediation, reactions to literature and online interaction, to produce versions for
young learners and for signing competences, and to develop more detailed coverage in the descriptors for A1
and C levels.
Much work done by other institutions and professional bodies since the publication of the CEFR has conrmed
the validity of the initial research conducted under a Swiss National Science Foundation (SNSF) research project
by Brian North and Günther Schneider. To respond to the requests received and in keeping with the open,
dynamic character of the CEFR, the Education Policy Division (Language Policy Programme) therefore resolved
to build on the widespread adoption and use of the CEFR to produce an extended version of the illustrative
descriptors that replaces the ones contained in the body of the CEFR 2001 text. For this purpose, validated and
calibrated descriptors were generously oered to the Council of Europe by a number of institutions in the eld
of language education.
For mediation, an important concept introduced in the CEFR that has assumed even greater importance with
the increasing linguistic and cultural diversity of our societies, however, no validated and calibrated descriptors
existed. The development of descriptors for mediation was, therefore, the longest and most complex part of
the project. Descriptor scales are here provided for mediating a text, for mediating concepts and for mediating
communication, as well as for the related mediation strategies and plurilingual/pluricultural competences.
Page 14 3 CEFR – Companion volume
As part of the process of further developing the descriptors, an eort was made to make them modality-inclusive.
The adaptation of the descriptors in this way is informed by the ECML’s pioneering PRO-Sign project. In addition,
illustrative descriptor scales specically for signing competences are provided, again informed by SNSF research
project No. 100015_156592.
First published online in 2018 as the “CEFR Companion Volume with New Descriptors”, this update to the CEFR
therefore represents another step in a process that has been pursued by the Council of Europe since 1964. In
particular, the descriptors for new areas represent an enrichment of the original descriptive apparatus. Those
responsible for curriculum planning for foreign languages and languages of schooling will nd further guidance
on promoting plurilingual and intercultural education in the guides mentioned above. In addition to the extended
illustrative descriptors, this publication contains a user-friendly explanation of the aims and main principles of
the CEFR, which the Council of Europe hopes will help increase awareness of the CEFR’s messages, particularly
in teacher education. For ease of consultation, this publication contains links and references to the 2001 edition,
which remains a valid reference for its detailed chapters.
The fact that this edition of the CEFR descriptors takes them beyond the area of modern language learning to
encompass aspects relevant to language education across the curriculum was overwhelmingly welcomed in
the extensive consultation process undertaken in 2016-17. This reects the increasing awareness of the need
for an integrated approach to language education across the curriculum. Language teaching practitioners
particularly welcomed descriptors concerned with online interaction, collaborative learning and mediating
text. The consultation also conrmed the importance that policy makers attach to the provision of descriptors
for plurilingualism/pluriculturalism. This is reected in the Council of Europe’s recent initiative to develop
competences for democratic culture,
11
such as valuing cultural diversity and openness to cultural otherness and
to other beliefs, worldviews and practices.
This publication owes much to the contributions of members of the language teaching profession across
Europe and beyond. It was authored by Brian North, Tim Goodier (Eurocentres Foundation) and Enrica Piccardo
(University of Toronto/Université Grenoble-Alpes). The chapter on signing competences was produced by Jörg
Keller (Zurich University of Applied Sciences).
Publication has been assisted by a project follow-up advisory group consisting of: Marisa Cavalli, Mirjam Egli
Cuenat, Neus Figueras Casanovas, Francis Goullier, David Little, Günther Schneider and Joseph Sheils.
In order to ensure complete coherence and continuity with the CEFR scales published in 2001, the Council of
Europe asked the Eurocentres Foundation to once again take on responsibility for co-ordinating the further
development of the CEFR descriptors, with Brian North co-ordinating the work. The Council of Europe wishes to
express its gratitude to Eurocentres for the professionalism and reliability with which the work has been carried out.
The entire process of updating and extending the illustrative descriptors took place in ve stages or sub-projects:
Stage 1: Filling gaps in the illustrative descriptor scales published in 2001with materials then available (2014-15)
Authoring Group: Brian North, Tunde Szabo, Tim Goodier (Eurocentres Foundation)
Sounding Board: Gilles Breton, Hanan Khalifa, Christine Tagliante, Sauli Takala
Consultants: Coreen Docherty, Daniela Fasoglio, Neil Jones, Peter Lenz, David Little, Enrica Piccardo,
Günther Schneider, Barbara Spinelli, Maria Stathopoulou, Bertrand Vittecoq
Stage 2: Developing descriptor scales for areas missing in the 2001 set, in particular for mediation (2014-16)
Authoring Group: Brian North, Tim Goodier, Enrica Piccardo, Maria Stathopoulou
Sounding Board: Gilles Breton, Coreen Docherty, Hanan Khalifa, Ángeles Ortega, Christine Tagliante,
Sauli Takala
Consultants (at meetings in June 2014, June 2015 and/or June 2016): Marisa Cavalli, Daniel Coste, Mirjam
Egli Ceunat, Gudrun Erickson, Daniela Fasoglio, Vincent Folny, Manuela Ferreira Pinto, Glyn Jones, Neil
Jones, Peter Lenz, David Little, Gerda Piribauer, Günther Schneider, Joseph Sheils, Belinda Steinhuber,
Barbara Spinelli, Bertrand Vittecoq
11. https://go.coe.int/mWYUH
Preface with acknowledgements Page 15
Consultants (at a meeting in June 2016 only): Sarah Breslin, Mike Byram, Michel Candelier, Neus Figueras
Casanovas, Francis Goullier, Hanna Komorowska, Terry Lamb, Nick Saville, Maria Stoicheva, Luca Tomasi
Stage 3: Developing a new scale for phonological control (2015-16)
Authoring Group: Enrica Piccardo, Tim Goodier
Sounding Board: Brian North, Coreen Docherty
Consultants: Sophie Deabreu, Dan Frost, David Horner, Thalia Isaacs, Murray Munro
Stage 4: Developing descriptors for signing competences (2015-19)
Authoring Group: Jörg Keller, Petrea Bürgin, Aline Meili, Dawei Ni
Sounding Board: Brian North, Curtis Gautschi, Jean-Louis Brugeille, Kristin Snoddon
Consultants: Patty Shores, Tobias Haug, Lorraine Leeson, Christian Rathmann, Beppie van den Bogaerde
Stage 5: Collating descriptors for young learners (2014-16)
Authoring Group: Tunde Szabo (Eurocentres Foundation)
Sounding Board: Coreen Docherty, Tim Goodier, Brian North
Consultants: Angela Hasselgreen, Eli Moe
The Council of Europe wishes to thank the following institutions and projects for kindly making their validated
descriptors available:
f ALTE (Association of Language Testers in Europe) Can do statements
f AMKKIA project (Finland) Descriptors for grammar and vocabulary
f Cambridge Assessment English BULATS Summary of Typical Candidate Abilities
Common Scales for Speaking and for Writing
Assessment Scales for Speaking and for Writing
f CEFR-J project Descriptors for secondary school learners
f Eaquals Eaquals bank of CEFR-related descriptors
f English Prole Descriptors for the C level
f Lingualevel/IEF (Swiss) project Descriptors for secondary school learners
f Pearson Education Global Scale of English (GSE)
The Council of Europe would also like to thank:
Pearson Education for kindly validating some 50 descriptors that were included from non-calibrated sources,
principally from the Eaquals’ bank and the late John Trim’s translation of descriptors for the C levels in Prole
Deutsch.
The Research Centre for Language Teaching, Testing and Assessment, National and Kapodistrian University of
Athens (RCeL) for making available descriptors from the Greek Integrated Foreign Languages Curriculum.
Cambridge Assessment English, in particular Coreen Docherty, for the logistical support oered over a period of
six months to the project, without which large-scale data collection and analysis would not have been feasible.
The Council of Europe also wishes to gratefully acknowledge the support from the institutions listed at the end
of this section, who took part in the three phases of validation for the new descriptors, especially all those who
also assisted with piloting them.
Cambridge Assessment English and the European Language Portfolio authors for making their descriptors
available for the collation of descriptors for young learners.
The Swiss National Science Foundation and the Max Bircher Stiftung for funding the research and development
of the descriptors for signing competences.
12
12. SNSF research project 100015_156592: Gemeinsamer Europäischer Referenzrahmen für Gebärdensprachen: Empirie-basierte Grundlagen
für grammatische, pragmatische und soziolinguistische Deskriptoren in Deutschschweizer Gebärdensprache, conducted at the Zurich
University of Applied Sciences (ZHAW, Winterthur). The SNSF provided some €385000 for this research into signing competences.
Page 16 3 CEFR – Companion volume
The PRO-Sign project team (European Centre for Modern Languages, ECML) for their assistance in nalising the
descriptors for signing competences and in adapting the other descriptors for modality inclusiveness.
13
The Department of Deaf Studies and Sign Language Interpreting at Humboldt-Universität zu Berlin for undertaking
the translation of the whole document, including all the illustrative descriptors, into International Sign.
The following readers, whose comments on an early version of the text on key aspects of the CEFR for learning,
teaching and assessment greatly helped to structure it appropriately for readers with dierent degrees of
familiarity with the CEFR: Sezen Arslan, Danielle Freitas, Angelica Galante, İsmail Hakkı Mirici, Nurdan Kavalki,
Jean-Claude Lasnier, Laura Muresan, Funda Ölmez.
Organisations, in alphabetical order, that facilitated the recruitment of institutes for the validation of the
descriptors for mediation, online interaction, reactions to literature and plurilingual/pluricultural competence:
f Cambridge Assessment English
f CERCLES: European Confederation of Language Centres in Higher Education
f CIEP: Centre international d’études pédagogiques
f EALTA: European Association for Language Testing and Assessment
f Eaquals: Evaluation and Accreditation of Quality in Language Services
f FIPLV: International Federation of Language Teaching Associations
f Instituto Cervantes
f NILE (Norwich Institute for Language Education)
f UNIcert
Institutes (organised in alphabetical order by country) that participated between February and November 2015
in the validation of the descriptors for mediation, online interaction, reactions to literature and plurilingual/
pluricultural competence, and/or assisted in initial piloting. The Council of Europe also wishes to thank the many
individual participants, all of whose institutes could not be included here.
Algeria
Institut Français d’Alger
Argentina
Academia Argüello, Córdoba St Patrick’s School, Córdoba
La Asociación de Ex Alumnos del Profesorado en Lenguas
Vivas Juan R. Fernández
Universidad Nacional de La Plata, La Plata
National University of Córdoba
Austria
BBS (Berufsbildende Schule), Rohrbach Institut Français d’Autriche-Vienne
BG/BRG (Bundesgymnasium/Bundesrealgymnasium),
Hallein
International Language Centre of the University of
Innsbruck
CEBS (Center für berufsbezogene Sprachen des bmbf),
Vienna
LTRGI (Language Testing Research Group Innsbruck),
School of Education, University of Innsbruck
Federal Institute for Education Research (BIFIE), Vienna Language Centre of the University of Salzburg
HBLW Linz-Landwiedstraße Pädagogische Hochschule Niederösterreich
HLW (Höhere Lehranstalt für wirtschaftliche Berufe)
Ferrarischule, Innsbruck
Bolivia
Alliance Française de La Paz
Bosnia and Herzegovina
Anglia V Language School, Bijeljina Institut Français de Bosnie-Herzégovine
Brazil
Alliance Française Instituto Cervantes do Recife
Alliance Française de Curitiba
Bulgaria
AVO Language and Examination Centre, Soa Soa University St. Kliment Ohridski
13. See www.ecml.at/ECML-Programme/Programme2012-2015/ProSign/tabid/1752/Default.aspx. Project team: Tobias Haug, Lorraine
Leeson, Christian Rathmann, Beppie van den Bogaerde.
Preface with acknowledgements Page 17
Cameroon
Alliance Française de Bamenda Institut Français du Cameroun, Yaoundé
Canada
OISE (Ontario Institute for Studies in Education), University
of Toronto
Chile
Alliance Française de La Serena
China
Alliance Française de Chine Heilongjiang University
China Language Assessment, Beijing Foreign Studies
University
The Language Training and Testing Center, Taipei
Guangdong University of Foreign Studies, School of
Interpreting and Translation Studies
Tianjin Nankai University
Colombia
Alliance Française de Bogota Universidad Surcolombiana
Croatia
University of Split X. Gimnazija “Ivan Supek”
Croatian Defence Academy, Zagreb Ministry of Science, Education and Sports
Cyprus
Cyprus University of Technology University of Cyprus
Czech Republic
Charles University, Prague (Institute for Language and
Preparatory Studies)
National Institute of Education
Masaryk University Language Centre, Brno University of South Bohemia
Egypt
Institut Français d’Egypt Instituto Cervantes de El Cairo
Estonia
Foundation Innove, Tallinn
Finland
Aalto University Tampere University of Applied Sciences
Häme University of Applied Sciences Turku University
Language Centre, University of Tampere University of Eastern Finland
Matriculation Examination Board University of Helsinki Language Centre
National Board of Education University of Jyväskylä
France
Alliance Française Crea-langues, France
Alliance Française de Nice Eurocentres Paris
Alliance française Paris Ile-de-France France Langue
British Council, Lyon French in Normandy
CAVILAM (Centre d’Approches Vivantes des Langues et
des Médias) – Alliance Française
ILCF (Institut de Langue et de Culture Françaises), Lyon
CIDEF (Centre international d’études françaises),
Université catholique de l’Ouest
INFREP (Institute National Formation Recherche Education
Permanente)
CIEP (Centre international d’études pédagogiques) International House Nice
CLV (Centre de langues vivantes), Université
Grenoble-Alpes
ISEFE (Institut Savoisien d’Études Françaises pour
Étrangers)
Collège International de Cannes Université de Franche-Comté
Germany
Bundesarbeitsgemeinschaft Englisch an Gesamtschulen Technische Hochschule Wildau
elc-European Language Competence, Frankfurt Technische Universität Carolo-Wilhelmina zu
Braunschweig (Sprachenzentrum)
Frankfurt School of Finance & Management Technische Universität Darmstadt
Fremdsprachenzentrum der Hochschulen im Land
Bremen, Bremen University
Technische Universität München (Sprachenzentrum)
Georg-August-Universität Göttingen (Zentrale Einrichtung
für Sprachen und Schlüsselqualikationen)
telc gGmbH Frankfurt
Goethe-Institut München Universität Freiburg (Sprachlehrinstitut)
Institut français d’Allemagne Universität Hohenheim (Sprachenzentrum)
Language Centre, Neu-Ulm University of Applied Sciences
(HNU)
Universität Leipzig (Sprachenzentrum)
Page 18 3 CEFR – Companion volume
Instituto Cervantes de Munich Universität Passau (Sprachenzentrum)
Institut für Qualitätsentwicklung
Mecklenburg-Vorpommern
Universität Regensburg (Zentrum für Sprache und
Kommunikation)
Justus-Liebig Universität Giessen (Zentrum für
fremdsprachliche und berufsfeldorientierte
Kompetenzen)
Universität Rostock (Sprachenzentrum)
Pädagogische Hochschule Heidelberg Universität des Saarlandes (Sprachenzentrum)
Pädagogische Hochschule Karlsruhe University Language Centers in Berlin and Brandenburg
Ruhr-Universität Bochum, ZFA (Zentrum für
Fremdsprachenausbildung )
VHS Siegburg
Sprachenzentrum, Europa-Universität Viadrina Frankfurt
(Oder)
Greece
Bourtsoukli Language Centre RCeL: National and Kapodistrian University of Athens
Hellenic American University in Athens Vagionia Junior High School, Crete
Hungary
ELTE ONYC ECL Examinations, University of Pécs
Eötvös Lorand University Tanárok Európai Egyyesülete, AEDE
Euroexam University of Debrecen
Budapest Business School University of Pannonia
Budapest University of Technology and Economics
India
ELT Consultants Fluency Center, Coimbatore
Ireland
Alpha College, Dublin NUI Galway
Galway Cultural Institute Trinity College Dublin
Italy
Accento, Martina Franca, Apulia International House, Palermo
AISLi (Associazione Italiana Scuola di Lingue) Istituto Comprensivo di Campli
Alliance Française Istituto Monti, Asti
Bennett Languages, Civitavecchia Liceo Scientico “Giorgio Spezia”, Domodossola
British School of Trieste Padova University Language Centre
British School of Udine Pisa University Language Centre
Centro Lingue Estere Arma dei Carabinieri Servizio Linguistico di Ateneo, Università Cattolica del
Sacro Cuore,Milano
Centro Linguistio di Ateneo – Università di Bologna Università degli Studi Roma Tre
Centro Linguistico di Ateneo di Trieste Università degli Studi di Napoli “Parthenope”/I.C. “Nino
Cortese”, Casoria, Naples
CVCL (Centro per la Valutazione e le Certicazioni
linguistiche) – Università per Stranieri di Perugia
Università degli Studi di Parma
Free University of Bolzano, Language Study Unit University of Bologna
Globally Speaking, Rome Centro Linguistico di Ateneo, Università della Calabria
Institut Français de Milan University of Brescia
Institute for Educational Research/LUMSA University,
Rome
Università per Stranieri di Siena
Japan
Alliance Française du Japon Japan School of Foreign Studies, Osaka University
Institut Français du Japon Tokyo University of Foreign Studies, Japan
Latvia
Baltic International Academy, Department of Translation
and Interpreting
University of Latvia
Lebanon
Institut Français du Liban
Lithuania
Lithuanian University of Educational Sciences Vilnius University
Ministry of Education and Science
Luxembourg
Ministry of Education, Children and Youth University of Luxembourg
Mexico
University of Guadalajara
Preface with acknowledgements Page 19
Morocco
Institut Français de Maroc
Netherlands
Institut Français des Pays-Bas SLO (Netherlands Institute for curriculum development)
Cito University of Groningen, Language Centre
New Zealand
LSI (Language Studies International) Worldwide School of English
North Macedonia
AAB University Language Center, South East European University
Elokventa Language Centre MAQS (Macedonian Association for Quality Language
Services), Queen Language School
Norway
Department of Teacher Education and School Research,
University of Oslo
Vox – Norwegian Agency for Lifelong Learning
University of Bergen
Peru
Alliance Française au Peru USIL (Universidad San Ignacio de Loyola)
Poland
British Council, Warsaw Jagiellonian Language Center, Jagiellonian University,
Kraków
Educational Research Institute, Warsaw LANG LTC Teacher Training Centre, Warsaw
Gama College, Kraków Poznan University of Technology, Poland
Instituto Cervantes, Kraków SWPS University of Social Sciences and Humanities,
Poland
Portugal
British Council, Lisbon IPG (Instituto Politécnico da Guarda)
Camões, Instituto da Cooperação e da Língua ISCAP – Instituto Superior de Contabilidade e
Administração do Porto, Instituto Politécnico do Porto
FCSH, NOVA University of Lisbon University of Aveiro
Romania
ASE (Academia de Studii Economice din Bucuresti) Petroleum-Gas University of Ploiesti
Institut Français de Roumanie Universitatea Aurel Vlaicu din Arad
LINGUA Language Centre of Babe-Bolyai,
UniversityCluj-Napoca
Russia
Globus International Language Centres Nizhny Novgorod Linguistics University
Lomonosov Moscow State University Samara State University
MGIMO (Moscow State Institute of International Relations) St Petersburg State University
National Research University Higher Schools of
Economics, Moscow
Saudi Arabia
ELC (English Language Center ), Taibah University,
Madinah
National Center for Assessment in Higher Education,
Riyadh
Senegal
Institut Français de Dakar
Serbia
Centre Jules Verne University of Belgrade
Institut Français de Belgrade
Slovakia
Trnava University
Slovenia
Državni izpitni center
Spain
Alliance Française en Espagne EOI de Villanueva-Don Benito, Extremadura
British Council, Madrid ILM (Instituto de Lenguas Modernas), Caceres
British Institute of Seville Institut Français d’Espagne
Centro de Lenguas, Universitat Politècnica de València Instituto Britanico de Sevilla S.A.
Consejería de Educación de la Junta de Andalucía Instituto de Lenguas Modernas de la Universidad de
Extremadura
Departament d’Ensenyament- Generalitat de Catalunya Lacunza International House, San Sebastián
Page 20 3 CEFR – Companion volume
EOI de Albacete Net Languages, Barcelona
EOI de Badajoz, Extremadura Universidad Antonio de Nebrija
EOI de Catalunya Universidad Europea de Madrid
EOI de Granada Universidad Internacional de La Rioja
EOI de La Coruña, Galicia Universidad Católica de València
EOI de Málaga, Málaga Universidad de Cantabria
EOI de Santa Cruz de Tenerife Universidad de Jaén
EOI de Santander Universidad Pablo de Olavide, Sevilla
EOI de Santiago de Compostela, Galicia Universidad Ramon Llull, Barcelona
EOI (Escola Ocial de Idiomas) de Vigo Universitat Autònoma de Barcelona
Sweden
Instituto Cervantes Stockholm University of Gothenburg
Switzerland
Bell Switzerland UNIL (Université de Lausanne), EPFL (École polytechnique
fédérale de Lausanne)
Eurocentres Lausanne Universität Fribourg
Sprachenzentrum der Universität Basel ZHAW (Zürcher Hochschule für Angewandte
Wissenschaften), Winterthu
TLC (The Language Company) Internationa House
Zurich-Baden
Thailand
Alliance Française Bangkok
Turkey
Çağ University, Mersin ID Bilkent University, Ankara
Ege University Middle East Technical University, Ankara
Hacettepe University, Ankara Sabancı University, Istanbul
Uganda
Alliance Française de Kampala
Ukraine
Institute of Philology, Taras Shevchenko National
University of Kyiv
Sumy State University, Institute for Business Technologies
Odessa National Mechnikov University Taras Shevchenko National University of Kyiv
United Arab Emirates
Higher Colleges of Technology
United Kingdom
Anglia Examinations, Chichester College Pearson Education
Cambridge Assessment English School of Modern Languages and Culture, University of
Warwick
Eurocentres, Bournemouth Southampton Solent University, School of Business and
Law
Eurocentres, Brighton St Giles International London Central
Eurocentres, London Trinity College London
Experience English University of Exeter
Instituto Cervantes de Mánchester University of Hull
International Study and Language Institute, University of
Reading
University of Liverpool
Kaplan International College, London University of Westminster
NILE (Norwich Institute for Language Education) Westminster Professional Language Centre
United States of America
Alliance Française de Porto Rico ETS (Educational Testing Service)
Cambridge Michigan Language Assessments Purdue University
Columbia University, New York University of Michigan
Eastern Michigan University
Uruguay
Centro Educativo Rowan, Montevideo
Page 21
Chapter 1
14. Common European Framework of Reference for Languages: Learning, teaching, assessment (2001), Cambridge University Press, Cambridge,
available at https://rm.coe.int/1680459f97.
INTRODUCTION
The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)
14
is part of
the Council of Europe’s continuing work to ensure quality inclusive education as a right of all citizens. This update
to the CEFR, rst published online in 2018 in English and French as the “CEFR Companion Volume with New
Descriptors”, updates and extends the CEFR, which was published as a book in 2001 and which is available in
40 languages at the time of writing. With this new, user-friendly version, the Council of Europe responds to the
many comments that the 2001 edition was a very complex document that many language professionals found
dicult to access. The key aspects of the CEFR vision are therefore explained in Chapter 2, which elaborates the
key notions of the CEFR as a vehicle for promoting quality in second/foreign language teaching and learning
as well as in plurilingual and intercultural education. The updated and extended version of the CEFR illustrative
descriptors contained in this publication replaces the 2001 version of them.
Teacher educators and researchers will nd it worthwhile to follow links and/or references given in Chapter 2
“Key aspects of the CEFR for teaching and learning” in order to also consult the chapters of the 2001 edition on,
for example, full details of the descriptive scheme (CEFR 2001, Chapters 4 and 5). The updated and extended
illustrative descriptors include all those from the CEFR 2001. The descriptor scales are organised according to
the categories of the CEFR descriptive scheme. It is important to note that the changes and additions in this
publication do not aect the construct described in the CEFR, or its Common Reference Levels.
The CEFR in fact consists of far more than a set of common reference levels. As explained in Chapter 2, the CEFR
broadens the perspective of language education in a number of ways, not least by its vision of the user/learner
as a social agent, co-constructing meaning in interaction, and by the notions of mediation and plurilingual/
pluricultural competences. The CEFR has proved successful precisely because it encompasses educational values,
a clear model of language-related competences and language use, and practical tools, in the form of illustrative
descriptors, to facilitate the development of curricula and orientation of teaching and learning.
Page 22 3 CEFR – Companion volume
This publication is the product of a project of the Education Policy Division of the Council of Europe. The focus
in that project was to update the CEFR’s illustrative descriptors by:
f highlighting certain innovative areas of the CEFR for which no descriptor scales had been provided in the
set of descriptors published in 2001, but which have become increasingly relevant over the past 20 years,
especially mediation and plurilingual/pluricultural competence;
f building on the successful implementation and further development of the CEFR, for example by more
fully dening “plus levels” and a new “Pre-A1” level;
f responding to demands for more elaborate descriptions of listening and reading in existing scales, and
for descriptors for other communicative activities such as online interaction, using telecommunications,
and expressing reactions to creative texts (including literature);
f enriching description at A1, and at the C levels, particularly C2;
f adapting the descriptors to make them gender-neutral and “modality-inclusive” (and so applicable also to
sign languages), sometimes by changing verbs and sometimes by oering the alternatives “speaker/signer”.
In relation to the nal point above, the term “oral” is generally understood by the deaf community to include
signing. However, it is important to acknowledge that signing can transmit text that is closer to written than
oral text in many scenarios. Therefore, users of the CEFR are invited to make use of the descriptors for written
reception, production and interaction also for sign languages, as appropriate. And for this reason, the full set of
illustrative descriptors has been adapted with modality-inclusive formulations.
There are plans to make the full set of illustrative descriptors available in International Sign. Meanwhile, the ECML’s
PRO-Sign project
15
makes available videos in International Sign of many of the descriptors published in 2001.
This CEFR Companion volume presents an extended version of the illustrative descriptors:
f newly developed illustrative descriptor scales are introduced alongside existing ones;
f schematic tables are provided, which group together scales belonging to the same category (communi-
cative language activities or aspects of competence);
f a short rationale is presented for each scale, explaining the thinking behind the categorisation;
f descriptors that were developed and validated in the project, but not subsequently included in the illus-
trative descriptors, are presented in Appendix 8.
Small changes to formulations have been made to the descriptors to ensure that they are gender-neutral and
modality-inclusive. Any substantive changes made to descriptors published in 2001 are listed in Appendix 7.
The 2001 scales have been expanded with a selection of validated, calibrated descriptors from the institutions
listed in the preface and by descriptors developed, validated, calibrated and piloted during a 2014-17 project
to develop descriptors for mediation. The approach taken – both to the update of the descriptors published
in 2001 and in the mediation project – is described in Appendix 6. Examples of contexts of use for the new
illustrative descriptors for online interaction and for mediation activities, for the public, personal, occupational
and educational domains, are provided in Appendix 5.
In addition to the descriptors in this publication, a new collation of descriptors relevant for young learners,
16
put
together by the Eurocentres Foundation, is also available to assist with course planning and self-assessment.
Here, a dierent approach was adopted: descriptors in the extended illustrative descriptors that are relevant
for two age groups (7-10
17
and 11-15
18
) were selected. Then a collation was made of the adaptations of these
descriptors relevant to young learners, descriptors that appeared in the ELPs, complemented by assessment
descriptors for young learners generously oered by Cambridge Assessment English.
The relationship between the CEFR descriptive scheme, the illustrative descriptors published in 2001 and the
updates and additions provided in this publication is shown in Table 1. As can be seen, the descriptor scales
for reception are presented before those for production, although the latter appear rst in the 2001 CEFR text.
15. www.ecml.at/ECML-Programme/Programme2012-2015/ProSign/tabid/1752/Default.aspx. PRO-Sign adaptations of CEFR descriptors
are available in Czech, English, Estonian, German, Icelandic and Slovenian.
16. Bank of supplementary descriptors, available at www.coe.int/en/web/common-european-framework-reference-languages/
bank-of-supplementary-descriptors.
17. Goodier T. (ed.) (2018), “Collated representative samples of descriptors of language competences developed for young learners – Resource
for educators, Volume 1: Ages 7-10”, Education Policy Division, Council of Europe, available at https://rm.coe.int/16808b1688.
18. Goodier T. (ed.) (2018), “Collated representative samples of descriptors of language competences developed for young learners – Resource
for educators, Volume 2: Ages 11-15”, Education Policy Division, Council of Europe, available at https://rm.coe.int/16808b1689.
Introduction Page 23
Table 1 – The CEFR descriptive scheme and illustrative descriptors: updates and additions
In the 2001
descriptive
scheme
In the
2001
descriptor
scales
Descriptor
scales
updated
in this
publication
Descriptor
scales
added
in this
publication
Communicative language activities
Reception
Oral comprehension √ √ √
Reading comprehension √ √ √
Production
Oral production √ √ √
Written production √ √ √
Interaction
Oral interaction √ √ √
Written interaction √ √ √
Online interaction √
Mediation
Mediating a text √ √
Mediating concepts √ √
Mediating communication √ √
Communicative language strategies
Reception √ √ √
Production √ √ √
Interaction √ √ √
Mediation √
Plurilingual and pluricultural
competence
Building on pluricultural repertoire √ √
Plurilingual comprehension √ √
Building on plurilingual repertoire √ √
Communicative language
competences
Linguistic competence √ √ √
√
(Phonology)
Sociolinguistic competence √ √ √
Pragmatic competence √ √ √
Signing competences
Linguistic competence √
Sociolinguistic competence √
Pragmatic competence √
Page 24 3 CEFR – Companion volume
1.1. SUMMARY OF CHANGES TO THE ILLUSTRATIVE DESCRIPTORS
Table 2 summarises the changes to the CEFR illustrative descriptors and also the rationale for these changes. A
short description of the development project is given in Appendix 6, with a more complete version available in
the paper by Brian North and Enrica Piccardo: “Developing illustrative descriptors of aspects of mediation for
the CEFR”.
19
Table 2 – Summary of changes to the illustrative descriptors
What is
addressed in
this publication
Comments
Pre-A1
Descriptors for this band of prociency that is halfway to A1, mentioned at the beginning of
CEFR 2001 Section 3.5, are provided for many scales, including for online interaction.
Changes to
descriptors
published
in 2001
A list of substantive changes to existing descriptors appearing in CEFR 2001 Chapter 4 for
communicative language activities and strategies, and in CEFR 2001 Chapter 5 for aspects
of communicative language, is provided in Appendix 7. Various other small changes to
formulations have been made in order to ensure that the descriptors are gender-neutral and
modality-inclusive.
Changes to C2
descriptors
Many of the changes proposed in the list in Appendix 7 concern C2 descriptors included in the
2001 set. Some instances of highly absolute statements have been adjusted to better reect the
competence of C2 user/learners.
Changes
to A1-C1
descriptors
A few changes are proposed to other descriptors. It was decided not to “update” descriptors
merely because of changes in technology (e.g. references to postcards or public telephones).
The scale for “Phonological control” has been replaced (see below). The main changes
result from making the descriptors modality-inclusive, to make them equally applicable
to sign languages. Changes are also proposed to certain descriptors that refer to linguistic
accommodation (or not) by “native speakers”, because this term has become controversial since
the CEFR was rst published.
Plus levels
The description for plus levels (e.g. = B1+, B1.2) has been strengthened. Please see Appendix 1
and CEFR 2001 Sections 3.5 and 3.6 for discussion of the plus levels.
Phonology
The scale for “Phonological control” has been redeveloped, with a focus on “Sound articulation”
and “Prosodic features”.
Mediation
The approach taken to mediation is broader than that presented in the CEFR 2001. In addition
to a focus on activities to mediate a text, scales are provided for mediating concepts and
for mediating communication, giving a total of 19 scales for mediation activities. Mediation
strategies (5 scales) are concerned with strategies employed during the mediation process,
rather than in preparation for it.
Pluricultural
The scale “Building on pluricultural repertoire” describes the use of pluricultural competences
in a communicative situation. Thus, it is skills rather than knowledge or attitudes that are
the focus. The scale shows a high degree of coherence with the existing CEFR 2001 scale
“Sociolinguistic appropriateness”, although it was developed independently.
Plurilingual
The level of each descriptor in the scale “Building on plurilingual repertoire” is the functional
level of the weaker language in the combination. Users may wish to indicate explicitly which
languages are involved.
Specication
of languages
involved
It is recommended that, as part of the adaptation of the descriptors for practical use in a
particular context, the relevant languages should be specied in relation to:
- cross-linguistic mediation (particularly scales for mediating a text);
- plurilingual comprehension;
- building on plurilingual repertoire.
19. North B. and Piccardo E (2016), “Developing illustrative descriptors of aspects of mediation for the CEFR”, Education Policy Division,
Council of Europe, Strasbourg, available at https://rm.coe.int/16807331.
Introduction Page 25
What is
addressed in
this publication
Comments
Literature
There are three new scales relevant to creative text and literature:
- reading as a leisure activity (the purely receptive process; descriptors taken from other sets of
CEFR-based descriptors);
- expressing a personal response to creative texts (less intellectual, lower levels);
- analysis and criticism of creative texts (more intellectual, higher levels).
Online
There are two new scales for the following categories:
- online conversation and discussion;
- goal-oriented online transactions and collaboration.
Both these scales concern the multimodal activity typical of web use, including just checking
or exchanging responses, spoken interaction and longer production in live link-ups, using
chat (written spoken language), longer blogging or written contributions to discussion, and
embedding other media.
Other new
descriptor scales
New scales are provided for the following categories that were missing in the 2001 set, with
descriptors taken from other sets of CEFR-based descriptors:
- using telecommunications;
- giving information.
New descriptors
are calibrated to
the CEFR levels
The new descriptor scales have been formally validated and calibrated to the mathematical
scale from the original research that underlies the CEFR levels and descriptor scales.
Sign languages
Descriptors have been rendered modality-inclusive. In addition, 14 scales specically for
signing competence are included. These were developed in a research project conducted in
Switzerland.
Parallel project
Young learners
Two collations of descriptors for young learners from the European Language Portfolios (ELPs)
are provided: for the 7-10 and 11-15 age groups respectively. At the moment, no young learner
descriptors have been related to descriptors on the new scales, but the relevance for young
learners is indicated.
In addition to Chapter 2 “Key aspects of the CEFR for teaching and learning”, and the extended illustrative descriptors
included in this publication, users may wish to consult the following two fundamental policy documents related
to plurilingual, intercultural and inclusive education:
f
Guide for the development and implementation of curricula for plurilingual and intercultural education (Beacco
et al. 2016a), which constitutes an operationalisation and further development of CEFR 2001 Chapter 8 on
language diversication and the curriculum;
f Reference framework of competences for democratic culture (Council of Europe 2018), the sources for which
inspired some of the new descriptors for mediation included in this publication.
Users concerned with school education may also wish to consult the paper “Education, mobility, otherness – The
mediation functions of schools”,
20
which helped the conceptualisation of mediation in the descriptor development
project.
20. Coste D. and Cavalli M. (2015) “Education, mobility, otherness – The mediation functions of schools”, Language Policy Unit, Council of
Europe, Strasbourg, available at https://rm.coe.int/16807367ee.
Page 27
21. Recommendation CM/Rec(2008)7 of the Committee of Ministers on the use of the Council of Europe’s Common European Framework
of Reference for Languages (CEFR) and the promotion of plurilingualism, available at https://search.coe.int/cm/Pages/result_details.
aspx?ObjectId=09000016805d2fb1.
Chapter 2
KEY ASPECTS OF THE CEFR FOR
TEACHING AND LEARNING
The Common European Framework of Reference for
Languages: Learning, teaching, assessment (CEFR)
presents a comprehensive descriptive scheme
of language prociency and a set of Common
Reference Levels (A1 to C2) dened in illustrative
descriptor scales, plus options for curriculum design
promoting plurilingual and intercultural education,
further elaborated in the Guide for the development
and implementation of curricula for plurilingual and
intercultural education (Beacco et al. 2016a).
One of the main principles of the CEFR is the promotion
of the positive formulation of educational aims and
outcomes at all levels. Its “can do” denition of aspects
of prociency provides a clear, shared roadmap for
learning, and a far more nuanced instrument to gauge
progress than an exclusive focus on scores in tests and
examinations. This principle is based on the CEFR view
of language as a vehicle for opportunity and success
in social, educational and professional domains. This
key feature contributes to the Council of Europe’s
goal of quality inclusive education as a right of all
citizens. The Council of Europe’s Committee of Ministers
recommends the “use of the CEFR as a tool for coherent,
transparent and eective plurilingual education in such
a way as to promote democratic citizenship, social
cohesion and intercultural dialogue”.
21
Background to the CEFR
The CEFR was developed as a continuation
of the Council of Europe’s work in language
education during the 1970s and 1980s. The
CEFR “action-oriented approach” builds on and
goes beyond the communicative approach
proposed in the mid-1970s in the publication
“The Threshold Level”, the rst functional/
notional specication of language needs.
The CEFR and the related European Language
Portfolio (ELP) that accompanied it were
recommended by an intergovernmental
symposium held in Switzerland in 1991. As
its subtitle suggests, the CEFR is concerned
principally with learning and teaching. It aims to
facilitate transparency and coherence between
the curriculum, teaching and assessment
within an institution and transparency
and coherence between institutions,
educational sectors, regions and countries.
The CEFR was piloted in provisional versions
in 1996 and 1998 before being published
in English (Cambridge University Press).
As well as being used as a reference tool by almost all member states of the Council of Europe and the European
Union, the CEFR has also had – and continues to have – considerable inuence beyond Europe. In fact, the
CEFR is being used not only to provide transparency and clear reference points for assessment purposes but
also, increasingly, to inform curriculum reform and pedagogy. This development reects the forward-looking
conceptual underpinning of the CEFR and has paved the way for a new phase of work around the CEFR, leading to
the extension of the illustrative descriptors published in this edition. Before presenting the illustrative descriptors,
however, a reminder of the purpose and nature of the CEFR is outlined. First, we consider the aims of the CEFR,
its descriptive scheme and the action-oriented approach, then the Common Reference Levels and creation of
proles in relation to them, plus the illustrative descriptors themselves, and nally the concepts of plurilingualism/
pluriculturalism and mediation that were introduced to language education by the CEFR.
Page 28 3 CEFR – Companion volume
2.1. AIMS OF THE CEFR
22. www.coe.int/en/web/common-european-framework-reference-languages/reference-level-descriptions.
The CEFR seeks to continue the impetus that Council
of Europe projects have given to educational reform.
The CEFR aims to help language professionals further
improve the quality and eectiveness of language
learning and teaching. The CEFR is not focused on
assessment, as the word order in its subtitle – Learning,
teaching, assessment – makes clear.
In addition to promoting the teaching and learning
of languages as a means of communication, the CEFR
brings a new, empowering vision of the learner. The
CEFR presents the language user/learner as a “social
agent”, acting in the social world and exerting agency in
the learning process. This implies a real paradigm shift
in both course planning and teaching by promoting
learner engagement and autonomy.
The CEFR’s action-oriented approach represents a shift
away from syllabuses based on a linear progression
through language structures, or a pre-determined
set of notions and functions, towards syllabuses
based on needs analysis, oriented towards real-life
tasks and constructed around purposefully selected
notions and functions. This promotes a “prociency”
perspective guided by “can do” descriptors rather than
a “deciency” perspective focusing on what the learners
have not yet acquired. The idea is to design curricula
and courses based on real-world communicative needs,
organised around real-life tasks and accompanied
by “can do” descriptors that communicate aims to
learners. Fundamentally, the CEFR is a tool to assist
the planning of curricula, courses and examinations
by working backwards from what the users/learners
need to be able to do in the language. The provision
of a comprehensive descriptive scheme containing
illustrative “can do” descriptor scales for as many aspects
of the scheme as proves feasible (CEFR 2001 Chapters 4
and 5), plus associated content specications published
separately for dierent languages (Reference Level
Descriptions – RLDs)
22
is intended to provide a basis
for such planning.
Priorities of the CEFR
The provision of common reference points is
subsidiary to the CEFR’s main aim of facilitating
quality in language education and promoting a
Europe of open-minded plurilingual citizens. This
was clearly conrmed at the Intergovernmental
Language Policy Forum that reviewed progress
with the CEFR in 2007, as well as in several
recommendations from the Committee of
Ministers. This main focus is emphasised yet
again in the Guide for the development and
implementation of curricula for plurilingual and
intercultural education (Beacco et al. 2016a).
However, the Language Policy Forum also
underlined the need for responsible use of the
CEFR levels and exploitation of the methodologies
and resources provided for developing
examinations, and then relating them to the CEFR.
As the subtitle “learning, teaching, assessment”
makes clear, the CEFR is not just an assessment
project. CEFR 2001 Chapter 9 outlines many
dierent approaches to assessment, most of
which are alternatives to standardised tests.
It explains ways in which the CEFR in general,
and its illustrative descriptors in particular, can
be helpful to the teacher in the assessment
process, but there is no focus on language
testing and no mention at all of test items.
In general, the Language Policy Forum emphasised
the need for international networking and
exchange of expertise in relation to the CEFR
through bodies such as the Association of
Language Testers in Europe (ALTE) (www.alte.org),
the European Association for Language Testing
and Assessment (EALTA) (www.ealta.eu.org)
and Evaluation and Accreditation of Quality in
Language Services (Eaquals) (www.eaquals.org).
These aims were expressed in the CEFR 2001 as follows:
The stated aims of the CEFR are to:
f promote and facilitate co-operation among educational institutions in dierent countries;
f provide a sound basis for the mutual recognition of language qualications;
f
assist learners, teachers, course designers, examining bodies and educational administrators to situate
and co-ordinate their eorts.
(CEFR 2001 Section 1.4)
To further promote and facilitate co-operation, the CEFR also provides Common Reference Levels A1 to C2,
dened by the illustrative descriptors. The Common Reference Levels were introduced in CEFR 2001 Chapter 3
and used for the descriptor scales distributed throughout CEFR 2001 Chapters 4 and 5. The provision of a common
descriptive scheme, Common Reference Levels, and illustrative descriptors dening aspects of the scheme at
Key aspects of the CEFR for teaching and learning Page 29
the dierent levels, is intended to provide a common metalanguage for the language education profession in
order to facilitate communication, networking, mobility and the recognition of courses taken and examinations
passed. In relation to examinations, the Council of Europe’s Language Policy Division has published a manual
for relating language examinations to the CEFR,
23
now accompanied by a toolkit of accompanying material and
a volume of case studies published by Cambridge University Press, together with a manual for language test
development and examining.
24
The Council of Europe’s ECML has also produced Relating language examinations
to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) – Highlights
from the Manual
25
and provides capacity building to member states through its RELANG initiative.
26
However, it is important to underline once again that the CEFR is a tool to facilitate educational reform projects,
not a standardisation tool. Equally, there is no body monitoring or even co-ordinating its use. The CEFR itself
states right at the very beginning:
One thing should be made clear right away. We have NOT set out to tell practitioners what to do, or how to do it. We
are raising questions, not answering them. It is not the function of the Common European Framework to lay down the
objectives that users should pursue or the methods they should employ. (CEFR 2001, Notes to the User)
2.2. IMPLEMENTING THE ACTIONORIENTED APPROACH
The CEFR sets out to be comprehensive, in the sense that it is possible to nd the main approaches to language
education in it, and neutral, in the sense that it raises questions rather than answering them and does not
prescribe any particular pedagogic approach. There is, for example, no suggestion that one should stop teaching
grammar or literature. There is no “right answer” given to the question of how best to assess a learner’s progress.
Nevertheless, the CEFR takes an innovative stance in seeing learners as language users and social agents, and
thus seeing language as a vehicle for communication rather than as a subject to study. In so doing, it proposes
an analysis of learners’ needs and the use of “can do” descriptors and communicative tasks, on which there is a
whole chapter: CEFR 2001 Chapter 7.
23. Council of Europe (2009), “Relating Language Examinations to the Common European Framework of Reference for Languages:
Learning, teaching, assessment (CEFR) – A Manual”, Language Policy Division, Council of Europe, Strasbourg, available at https://
rm.coe.int/1680667a2d.
24. ALTE (2011), “Manual for language test development and examining – For use with the CEFR”, Language Policy Division, Council of
Europe, Strasbourg, available at https://rm.coe.int/1680667a2b.
25. Noijons J., Bérešová J., Breton G. et al. (2011), Relating language examinations to the Common European Framework of Reference for
Languages: Learning, teaching, assessment (CEFR) – Highlights from the Manual, Council of Europe Publishing, Strasbourg, available at:
www.ecml.at/tabid/277/PublicationID/67/Default.aspx.
26. Relating language curricula, tests and examinations to the Common European Framework of Reference (RELANG): https://relang.ecml.at/.
The methodological message of the CEFR is that
language learning should be directed towards
enabling learners to act in real-life situations,
expressing themselves and accomplishing tasks of
dierent natures. Thus, the criterion suggested for
assessment is communicative ability in real life, in
relation to a continuum of ability (Levels A1-C2). This
is the original and fundamental meaning of “criterion”
in the expression “criterion-referenced assessment”.
Descriptors from CEFR 2001 Chapters 4 and 5 provide
a basis for the transparent denition of curriculum
aims and of standards and criteria for assessment,
with Chapter 4 focusing on activities (“the what”) and
Chapter 5 focusing on competences (“the how”). This is
not educationally neutral. It implies that the teaching
and learning process is driven by action, that it is action-
oriented. It also clearly suggests planning backwards
from learners’ real-life communicative needs, with
consequent alignment between curriculum, teaching
and assessment.
A reminder of CEFR 2001 chapters
Chapter 1: The Common European Framework
in its political and educational context
Chapter 2: Approach adopted
Chapter 3: Common Reference Levels
Chapter 4: Language use and the
language user/learner
Chapter 5: The user/learner’s competences
Chapter 6: Language learning and teaching
Chapter 7: Tasks and their role in language teaching
Chapter 8: Linguistic diversication
and the curriculum
Chapter 9: Assessment
Page 30 3 CEFR – Companion volume
At the classroom level, there are several implications of implementing the action-oriented approach. Seeing
learners as social agents implies involving them in the learning process, possibly with descriptors as a means of
communication. It also implies recognising the social nature of language learning and language use, namely the
interaction between the social and the individual in the process of learning. Seeing learners as language users
implies extensive use of the target language in the classroom – learning to use the language rather than just
learning about the language (as a subject). Seeing learners as plurilingual, pluricultural beings means allowing
them to use all their linguistic resources when necessary, encouraging them to see similarities and regularities as
well as dierences between languages and cultures. Above all, the action-oriented approach implies purposeful,
collaborative tasks in the classroom, the primary focus of which is not language. If the primary focus of a task is
not language, then there must be some other product or outcome (such as planning an outing, making a poster,
creating a blog, designing a festival or choosing a candidate). Descriptors can be used to help design such tasks
and also to observe and, if desired, to (self-)assess the language use of learners during the task.
Both the CEFR descriptive scheme and the action-oriented approach put the co-construction of meaning (through
interaction) at the centre of the learning and teaching process. This has clear implications for the classroom. At
times, this interaction will be between teacher and learner(s), but at times, it will be of a collaborative nature,
between learners themselves. The precise balance between teacher-centred instruction and such collaborative
interaction between learners in small groups is likely to reect the context, the pedagogic tradition in that
context and the prociency level of the learners concerned. In the reality of today’s increasingly diverse societies,
the construction of meaning may take place across languages and draw upon user/learners’ plurilingual and
pluricultural repertoires.
2.3. PLURILINGUAL AND PLURICULTURAL COMPETENCE
The CEFR distinguishes between multilingualism (the coexistence of dierent languages at the social or individual
level) and plurilingualism (the dynamic and developing linguistic repertoire of an individual user/learner).
Plurilingualism is presented in the CEFR as an uneven and changing competence, in which the user/learner’s
resources in one language or variety may be very dierent in nature from their resources in another. However,
the fundamental point is that plurilinguals have a single, interrelated, repertoire that they combine with their
general competences and various strategies in order to accomplish tasks (CEFR 2001 Section 6.1.3.2).
Plurilingual competence as explained in the CEFR 2001
Section 1.3 involves the ability to call exibly upon
an interrelated, uneven, plurilinguistic repertoire to:
f switch from one language or dialect (or variety)
to another;
f
express oneself in one language (or dialect, or va-
riety) and understand a person speaking another;
f
call upon the knowledge of a number of lan-
guages (or dialects, or varieties) to make sense
of a text;
f recognise words from a common international
store in a new guise;
f mediate between individuals with no common
language (or dialect, or variety), even if posses-
sing only a slight knowledge oneself;
f
bring the whole of one’s linguistic equipment
into play, experimenting with alternative forms
of expression;
f exploit paralinguistics (mime, gesture, facial ex-
pression, etc.).
The linked concepts of plurilingualism/
pluriculturalism and partial competences
were introduced to language education
for the rst time in the second provisional
version of the CEFR in 1996.
They were developed as a form of dynamic,
creative process of “languaging” across
the boundaries of language varieties, as a
methodology and as language policy aims. The
background to this development was a series of
studies in bilingualism in the early 1990s at the
research centre CREDIF (Centre de recherche et
d’étude pour la diusion du français) in Paris.
The curriculum examples given in CEFR 2001
Chapter 8 consciously promoted the concepts
of plurilingual and pluricultural competence.
These two concepts appeared in a more
elaborated form in 1997 in the paper
“Plurilingual and pluricultural competence”.
Key aspects of the CEFR for teaching and learning Page 31
By a curious coincidence, 1996 was also the
year in which the term “translanguaging” was
rst recorded (in relation to bilingual teaching
in Wales). Translanguaging is an action
undertaken by plurilingual persons, where
more than one language may be involved. A
host of similar expressions now exist, but all
are encompassed by the term plurilingualism.
Plurilingualism can in fact be considered
from various perspectives: as a sociological
or historical fact, as a personal characteristic
or ambition, as an educational philosophy
or approach, or – fundamentally – as the
sociopolitical aim of preserving linguistic
diversity. All these perspectives are
increasingly common across Europe.
27. http://carap.ecml.at/Accueil/tabid/3577/language/en-GB/Default.aspx.
Mediation between individuals with no common
language is one of the activities in the list above.
Because of the plurilingual nature of such mediation,
descriptors were also developed and validated for the
other points in the above list during the 2014-17 project
to develop descriptors for mediation. This was successful
except in respect of the last point (paralinguistics):
unfortunately, informants could not agree on its
relevance or interpret descriptors consistently.
At the time that the CEFR 2001 was published, the
concepts discussed in this section, especially the idea
of a holistic, interrelated plurilingual repertoire, were
innovative. However, that idea has since been supported
by psycholinguistic and neurolinguistic research
in relation to both people who learn an additional
language early in life and those who learn later, with
stronger integration for the former. Plurilingualism has
also been shown to result in a number of cognitive
advantages, due to an enhanced executive control
system in the brain (that is the ability to divert attention
from distractors in task performance).
Most of the references to plurilingualism in the CEFR are to “plurilingual and pluricultural competence”. This is
because the two aspects usually go hand-in-hand. Having said that, one form of unevenness may actually be that
one aspect (for example, pluricultural competence) is much stronger than the other (for example, plurilingual
competence; see CEFR 2001 Section 6.1.3.1).
One of the reasons for promoting the development of plurilingualism and pluriculturalism is that experience
of them:
f “exploits pre-existing sociolinguistic and pragmatic competences which in turn develops them further;
f leads to a better perception of what is general and what is specic concerning the linguistic organisation
of dierent languages (form of metalinguistic, interlinguistic or so to speak “hyperlinguistic” awareness);
f by its nature renes knowledge of how to learn and the capacity to enter into relations with others and
new situations.
It may, therefore, to some degree accelerate subsequent learning in the linguistic and cultural areas.” (CEFR 2001
Section 6.1.3.3)
Neither pluriculturalism nor the notion of intercultural competence – referred to briey in CEFR 2001 Sections
5.1.1.3 and 5.1.2.2 – is highly developed in the CEFR book. The implications of plurilingualism and intercultural
competence for curriculum design in relation to the CEFR are outlined in the Guide for the development and
implementation of curricula for plurilingual and intercultural education (Beacco et al. 2016a). In addition, a detailed
taxonomy of aspects of plurilingual and pluricultural competence relevant to pluralistic approaches is available
in the ECML’s Framework of reference for pluralistic approaches to languages and cultures (FREPA/CARAP).
27
2.4. THE CEFR DESCRIPTIVE SCHEME
In this section, we outline the descriptive scheme of the CEFR and point out which elements were further developed
in the 2014-17 project. As mentioned above, a core aim of the CEFR is to provide a common descriptive metalanguage
to talk about language prociency. Figure 1 presents the structure of the CEFR descriptive scheme diagrammatically.
After an introduction to relevant key concepts (CEFR 2001 Chapter 1), the CEFR approach is introduced in the very
short CEFR 2001 Chapter 2. In any communicative situation, general competences (for example, knowledge of
the world, sociocultural competence, intercultural competence, professional experience if any: CEFR 2001 Section
5.1) are always combined with communicative language competences (linguistic, sociolinguistic and pragmatic
competences: CEFR 2001 Section 5.2) and strategies (some general, some communicative language strategies)
Page 32 3 CEFR – Companion volume
in order to complete a task (CEFR 2001 Chapter 7). Tasks often require some collaboration with others – hence
the need for language. The example chosen in CEFR 2001 Chapter 2 to introduce this idea – moving – is one in
which the use of language is only contingent on the task. In moving a wardrobe, some communication, preferably
through language, is clearly advisable, but language is not the focus of the task. Similarly, tasks demanding
greater sophistication of communication, such as agreeing on the preferred solution to an ethical problem, or
holding a project meeting, focus on the task outcomes rather than the language used to achieve them.
28. From the ECEP project publication: Piccardo E. et al. (2011), Pathways through assessing, learning and teaching in the CEFR, Council of
Europe Publishing, Strasbourg, available at http://ecep.ecml.at/Portals/26/training-kit/les/2011_08_29_ECEP_EN.pdf.
The overall approach of the CEFR is summarised in a single paragraph:
Language use, embracing language learning, comprises the actions performed by persons who as individuals and as
social agents develop a range of competences, both general and in particular communicative language competences.
They draw on the competences at their disposal in various contexts under various conditions and under various
constraints to engage in language activities involving language processes to produce and/or receive texts in relation
to themes in specic domains, activating those strategies which seem most appropriate for carrying out the tasks
to be accomplished. The monitoring of these actions by the participants leads to the reinforcement or modication
of their competences. (CEFR 2001 Section 2.1)
Thus, in performing tasks, competences and strategies are mobilised in the performance and in turn further
developed through that experience. In an “action-oriented approach”, which translates the CEFR descriptive
scheme into practice, some collaborative tasks in the language classroom are therefore essential. This is why
the CEFR 2001 includes a chapter on tasks. CEFR 2001 Chapter 7 discusses real-life tasks and pedagogic tasks,
possibilities for compromise between the two, factors that make tasks simple or complex from a language point
of view, conditions and constraints. The precise form that tasks in the classroom may take, and the dominance
that they should have in the programme, is for users of the CEFR to decide. CEFR 2001 Chapter 6 surveys language
teaching methodologies, pointing out that dierent approaches may be appropriate for dierent contexts. As
a matter of fact, the CEFR scheme is highly compatible with several recent approaches to second language
learning, including the task-based approach, the ecological approach and in general all approaches informed
by sociocultural and socio-constructivist theories. Starting from a discussion of the place of plurilingualism in
language education, CEFR 2001 Chapter 8 outlines alternative options for curriculum design, a process taken
further in the Guide for the development and implementation of curricula for plurilingual and intercultural education
(Beacco et al. 2016a). No matter what perspective is adopted, it is implicit that tasks in the language classroom
should involve communicative language activities and strategies (CEFR 2001 Section 4.4) that also occur in the
real world, like those listed in the CEFR descriptive scheme.
Figure 1 – The structure of the CEFR descriptive scheme
28
Overall language
prociency
LinguisticSavoir Reception Reception
SociolinguisticSavoir-faire Production Production
PragmaticSavoir-être Interaction Interaction
Savoir apprendre Mediation Mediation
Communicative
language competences
General competences
Communicative
language activities
Communicative
language strategies
Key aspects of the CEFR for teaching and learning Page 33
With its communicative language activities and strategies, the CEFR replaces the traditional model of the four
skills (listening, speaking, reading, writing), which has increasingly proved inadequate in capturing the complex
reality of communication. Moreover, organisation by the four skills does not lend itself to any consideration of
purpose or macro-function. The organisation proposed by the CEFR is closer to real-life language use, which
is grounded in interaction in which meaning is co-constructed. Activities are presented under four modes of
communication: reception, production, interaction and mediation.
The development of the CEFR categories for communicative activities was considerably inuenced by the
distinction between transaction and interpersonal language use, and between interpersonal and ideational
language use (development of ideas). This can be seen in Table 3.
Table 3 – Macro-functional basis of CEFR categories for communicative language activities
Reception Production Interaction Mediation
Creative,
interpersonal
language use
e.g. Reading as a
leisure activity
e.g. Sustained
monologue: describing
experience
e.g. Conversation
Mediating
communication
Transactional
language use
e.g. Reading for
information and
argument
e.g. Sustained
monologue: giving
information
e.g. Obtaining goods
and services
Information exchange
Mediating a text
Evaluative,
problem-
solving
language use
(merged with Reading
for information and
argument)
e.g. Sustained
monologue: presenting
a case (e.g. in a debate)
e.g. Discussion
Mediating
concepts
With regard to the approach to language activities set out in Table 3, the following list of advantages of such a
development beyond the four skills is taken from one of the preparatory studies written in the lead-up to the
development of the CEFR:
29
f
the proposed categories (reception, production, interaction, mediation) make sense not just for insiders but
also for users: such categories better reect the way people actually use the language than the four skills do;
f since these are the types of categories used in language training for the world of work, a link between
general purpose language and language for specic purposes (LSP) would be facilitated;
f pedagogic tasks involving collaborative small group interaction in the classroom, project work, pen friend
correspondence and language examination interviews would be easier to situate with this model;
f
organisation in terms of transparent activities in specic contexts of use would facilitate the recording and
proling of the “slices of life” that make up the language learner’s experience;
f such an approach based on genre encourages the activation of content schemata and acquisition of the
formal schemata (discourse organisation) appropriate to the genre;
f
categories that highlight interpersonal and sustained self-expression are central by A2 and may help
counterbalance the pervasive transmission metaphor that sees language as information transfer;
f a move away from the matrix of four skills and three elements (grammatical structure, vocabulary, phono-
logy/graphology) may promote communicative criteria for quality of performance;
f
the distinction “reception, interaction, production” recalls classications used for learning and performance
strategies and may well facilitate a broader concept of strategic competence;
f
the distinction “reception, interaction, production, mediation” actually marks a progression of diculty
and so might aid the development of the concept of partial qualications;
f
such relatively concrete contexts of use (tending towards supra-genres/speech events rather than abstract
skills or functions) make the link to realistic assessment tasks in examinations easier to establish, and should
help facilitate the provision of more concrete descriptors.
29. North B. (1994) “Perspectives on language prociency and aspects of competence: a reference paper dening categories and levels”,
CC-LANG Vol. 94, No. 20, Council of Europe Publishing, Strasbourg.
Page 34 3 CEFR – Companion volume
One of the areas in which the CEFR has been most inuential is in the recognition, in course aims and in the
structure of oral examinations, of the fundamental distinction between production (= sustained monologue;
long turns) and interaction (= conversational dialogue; short turns). When the CEFR 2001 was published, splitting
writing in the same way by distinguishing between written production and written interaction did not meet
with much public recognition. Indeed, the original version of CEFR Table 2 (self-assessment grid) was amended
to merge written interaction and written production back into “writing”, giving rise to the widespread but false
notion that the CEFR promotes a model of ve skills.
The development of e-mail, texting and social media since then shows that, as in many other areas, the CEFR was
very forward-looking for its time. The fourth mode, mediation, was developed during the work of the original
CEFR Authoring Group.
30
Figure 2, which appeared in the 1996 and 1998 provisional versions of the CEFR, shows the relationship between
the four modes. Reception and production, divided into spoken and written, give the traditional four skills.
Interaction involves both reception and production, but is more than the sum of those parts, and mediation
involves both reception and production plus, frequently, interaction.
The CEFR introduces the concept of mediation as follows:
In both the receptive and productive modes, the written and/or oral activities of mediation make communication
possible between persons who are unable, for whatever reason, to communicate with each other directly. Translation
or interpretation, a paraphrase, summary or record, provides for a third party a (re)formulation of a source text to which
this third party does not have direct access. Mediation language activities – (re)processing an existing text – occupy
an important place in the normal linguistic functioning of our societies. (CEFR 2001 Section 2.1.3)
30. The original CEFR Authoring Group was John Trim, Daniel Coste, Brian North and Joseph Sheils.
Figure 2 – The relationship between reception, production, interaction and mediation
RECEPTION
PRODUCTION
INTERACTION MEDIATION
As with many other aspects mentioned in the CEFR, the concepts of interaction and mediation are not greatly
developed in the text. This is one disadvantage of covering so much ground in 250 pages. In consequence, the
interpretation of mediation in the CEFR has tended to be reduced to interpretation and translation. It is for this
reason that the 2014-17 project to develop descriptors for mediation was set up. That project emphasised a
wider view of mediation, as outlined in Appendix 6 and explained in detail in “Developing illustrative descriptors
of aspects of mediation for the CEFR” (North and Piccardo 2016).
The CEFR represents a departure from the traditional distinction made in applied linguistics between the
Chomskyan concepts of (hidden) “competence” and (visible) “performance” – with “prociency” normally dened as
the glimpse of someone’s underlying competence derived from a specic performance. In the CEFR, “prociency”
encompasses the ability to perform communicative language activities (“can do …”) while drawing upon both
general and communicative language competences (linguistic, sociolinguistic and pragmatic) and activating
appropriate communicative strategies.
The acquisition of prociency is in fact seen as a circular process: by performing activities, the user/learner develops
competences and acquires strategies. This approach embraces a view of competence as only existing when
enacted in language use, reecting both (a) the broader view of competence as action from applied psychology,
particularly in relation to the world of work and professional training, and (b) the view taken nowadays in the
sociocultural approach to learning. The CEFR “can do” descriptors epitomise this philosophy.
Key aspects of the CEFR for teaching and learning Page 35
“Can do” descriptors as competence
The idea of scientically calibrating “can
do” descriptors to a scale of levels comes
originally from the eld of professional
training for nurses. Tests were not very helpful
in assessing a trainee nurse’s competence;
what was needed was a systematic, informed
observation by an expert nurse, guided by short
descriptions of typical nursing competence
at dierent levels of achievement.
This “can do” approach was transferred to
language teaching and learning in the work
of the Council of Europe in the late 1970s.
This happened through three channels: (a)
needs-based language training for the world
of work; (b) an interest in teacher assessment
based on dened, communicative criteria, and
(c) experimentation with self-assessment using
“can do” descriptors as a way of increasing
learner reection and motivation. Nowadays “can
do” descriptors are applied to more and more
disciplines in many countries in what is often
referred to as a competence-based approach.
Communicative language strategies are thus seen in
the CEFR as a kind of hinge between communicative
language competences and communicative language
activities and are attached to the latter in CEFR 2001
Section 4.4. The development of the descriptors for
strategic competence was inuenced by the model:
plan, execute, monitor and repair. However, as can
be seen from Table 4, descriptor scales were not
developed for all categories. The categories in italics
were also considered at the time of developing the
CEFR descriptors published in 2001, but no descriptors
were produced. For mediation, in the 2014-17 project,
a decision was taken to develop descriptors only for
execution strategies.
Table 4 – Communicative language strategies in the CEFR
Reception Production Interaction Mediation
Planning
Framing Planning N/A
Execution
Inferring Compensating Turntaking
Co-operating
Linking to previous
knowledge
Adapting language
Breaking down
complicated information
Amplifying a dense text
Streamlining a text
Evaluation
and Repair
Monitoring Monitoring and
self-correction
Asking for clarication
Communication repair
2.5. MEDIATION
As mentioned in discussing the CEFR descriptive scheme above, mediation was introduced to language teaching
and learning in the CEFR in the move away from the four skills, as one of the four modes of communication,
namely reception, production, interaction and mediation (see Figure 2). Very often when we use a language,
several activities are involved; mediation combines reception, production and interaction. Also, in many cases,
when we use language it is not just to communicate a message, but rather to develop an idea through what
is often called “languaging” (talking the idea through and hence articulating the thoughts) or to facilitate
understanding and communication.
Treatment of mediation in the CEFR 2001 is not limited to cross-linguistic mediation (passing on information in
another language) as can be seen from the following extracts:
f Section 2.1.3: “make communication possible between persons who are unable, for whatever reason, to
communicate with each other directly”;
f
Section 4.4.4: “act as an intermediary between interlocutors who are unable to understand each other
directly – normally (but not exclusively) speakers of dierent languages”;
f Section 4.6.4: “Both input and output texts may be spoken or written and in L1 or L2.” (Note: This does not
say that one is in L1 and one is in L2; it states they could both be in L1 or in L2).
Page 36 3 CEFR – Companion volume
Although the CEFR 2001 does not develop the concept of mediation to its full potential, it emphasises
the two key notions of co-construction of meaning in interaction and constant movement between the
individual and social level in language learning, mainly through its vision of the user/learner as a social
agent. In addition, an emphasis on the mediator as an intermediary between interlocutors underlines
the social vision of the CEFR. In this way, although it is not stated explicitly in the 2001 text, the CEFR
descriptive scheme de facto gives mediation a key position in the action-oriented approach, similar
to the role that a number of scholars now give it when they discuss the language learning process.
The approach taken to mediation in the 2014-17 project to extend the CEFR illustrative descriptors is thus wider
than considering only cross-linguistic mediation. In addition to cross-linguistic mediation, it also encompasses
mediation related to communication and learning as well as social and cultural mediation. This wider approach
has been taken because of its relevance in increasingly diverse classrooms, in relation to the spread of CLIL
(Content and Language Integrated Learning), and because mediation is increasingly seen as a part of all learning,
but especially of all language learning.
The mediation descriptors are particularly relevant for the classroom in connection with small group, collaborative
tasks. The tasks can be organised in such a way that learners have to share dierent inputs, explaining their information
and working together in order to achieve a goal. They are even more relevant when this is undertaken in a CLIL context.
2.6. THE CEFR COMMON REFERENCE LEVELS
The CEFR has two axes: a horizontal axis of categories for describing dierent activities and aspects of competence,
which were outlined above, and a vertical axis representing progress in prociency in those categories. To
facilitate the organisation of courses and to describe progress, the CEFR presents the six Common Reference
Levels shown in Figure 3. This arrangement provides a roadmap that allows user/learners to engage with relevant
aspects of the descriptive scheme in a progressive way. However, the six levels are not intended to be absolute.
Firstly, they can be grouped into three broad categories: Basic user (A1 and A2), Independent user (B1 and B2)
and Procient user (C1 and C2). Secondly, the six reference levels, which represent very broad bands of language
prociency, are very often subdivided.
Figure 3 – CEFR Common Reference Levels
C2
C1
B2
B1
A2
A1
All categories in the humanities and liberal arts are in any case conventional, socially constructed concepts. Like
the colours of the rainbow, language prociency is actually a continuum. Yet, as with the rainbow, despite the
fuzziness of the boundaries between colours, we tend to see some colours more than others, as in Figure 4. Yet,
to communicate, we simplify and focus on six main colours, as in Figure 5.
Figure 4 – A rainbow Figure 5 – The conventional six colours
Key aspects of the CEFR for teaching and learning Page 37
The Common Reference Levels are dened in detail by the illustrative descriptors in CEFR 2001 Chapters 4 and
5, but the major characteristics of the levels are summarised briey in CEFR 2001 Section 3.6 (see Appendix 1)
and in the three tables used to introduce the levels in CEFR 2001 Chapter 3:
f CEFR Table 1: a global scale, with one short, summary paragraph per level, is provided in Appendix 1;
f CEFR Table 2: a self-assessment grid, which summarises in a simplied form CEFR descriptors for commu-
nicative language activities in CEFR 2001 Chapter 4. Table 2 is also used in the Language Passport of the
many versions of the ELP and in the EU’s Europass. An expanded version including “Written and online
interaction” and “Mediation” is provided in Appendix 2 of this publication;
f CEFR Table 3: a selective summary of the CEFR descriptors for aspects of communicative language competence
in CEFR 2001 Chapter 5. An expanded version including “Phonology” is given in this publication in Appendix 3.
It should be emphasised that the top level in the CEFR scheme, C2, has no relation whatsoever with what is
sometimes referred to as the performance of an idealised “native speaker”, or a “well-educated native speaker”
or a “near native speaker”. Such concepts were not taken as a point of reference during the development of the
levels or the descriptors. C2, the top level in the CEFR scheme, is introduced in the CEFR as follows:
Level C2, whilst it has been termed “Mastery”, is not intended to imply native-speaker or near native-speaker
competence. What is intended is to characterise the degree of precision, appropriateness and ease with the language
which typies the speech of those who have been highly successful learners. (CEFR 2001 Section 3.6)
Mastery (Trim: “comprehensive mastery”; Wilkins: “Comprehensive Operational Prociency”), corresponds to the top
examination objective in the scheme adopted by ALTE (Association of Language Testers in Europe). It could be extended
to include the more developed intercultural competence above that level which is achieved by many language
professionals. (CEFR 2001 Section 3.2)
A1, the bottom level in the CEFR 2001, is not the lowest imaginable level of prociency in an additional language
either. It is described in the CEFR as follows:
Level A1 (Breakthrough) – is considered the lowest
level of generative language use – the point at which
the learner can interact in a simple way, ask and answer
simple questions about themselves, where they live, people
they know, and things they have, initiate and respond to
simple statements in areas of immediate need or on very
familiar topics, rather than relying purely on a very nite
rehearsed, lexically organised repertoire of situation-
specic phrases. (CEFR 2001 Section 3.6)
Level A1 (Breakthrough) is probably the lowest “level”
of generative language prociency which can be
identied. Before this stage is reached, however, there
may be a range of specic tasks which learners can
perform eectively using a very restricted range of
language and which are relevant to the needs of the
learners concerned. The 1994-5 Swiss National Science
Research Council Survey, which developed and scaled
the illustrative descriptors, identied a band of language
use, limited to the performance of isolated tasks, which
can be presupposed in the denition of Level A1. In
certain contexts, for example with young learners, it
may be appropriate to elaborate such a “milestone”.
Background to the CEFR levels
The six-level scheme is labelled upwards from A to C
precisely because C2 is not the highest imaginable
level for prociency in an additional language. In
fact, a scheme including a seventh level had been
proposed by David Wilkins at an intergovernmental
symposium held in 1977 to discuss a possible European
unit credit scheme. The CEFR Working Party adopted
Wilkins’ rst six levels because Wilkins’ seventh level
is beyond the scope of mainstream education.
In the SNSF research project that empirically
conrmed the levels and developed the CEFR
illustrative descriptors published in 2001, the existence
of this seventh level was conrmed. There were user/
learners studying interpretation and translation at
the University of Lausanne who were clearly above
C2. Indeed, simultaneous interpreters at European
institutions and professional translators operate at
a level well above C2. For instance, C2 is the third of
ve levels for literary translation recently produced
in the PETRA project. In addition many plurilingual
writers display Wilkins’ seventh level of “ambilingual
prociency” without being bilingual from birth.
The following descriptors relate to simple, general tasks, which were scaled below Level A1, but can constitute useful
objectives for beginners:
- can make simple purchases where pointing or other gesture can support the verbal reference;
- can ask and tell day, time of day and date;
- can use some basic greetings;
- can say yes, no, excuse me, please, thank you, sorry;
- can ll in uncomplicated forms with personal details, name, address, nationality, marital status;
- can write a short, simple postcard (CEFR 2001 Section 3.5).
Page 38 3 CEFR – Companion volume
In the updated and extended set of descriptors in this document, the level referred to above has been labelled
Pre-A1 and developed further on the basis of descriptors from the Swiss Lingualevel project and the Japanese
CEFR-J project, both targeted at primary and lower secondary school.
The CEFR stresses that the levels are reference levels and that, in any given context, users may well want to
subdivide them, illustrating ways in which this might be done in dierent contexts (CEFR 2001 Section 3.5). In
the same section, the CEFR introduced the idea of the plus levels.
In the illustrative descriptors a distinction is made between the “criterion levels” (for example A2 or A2.1) and
the “plus levels” (for example A2+ or A2.2). The latter are distinguished from the former by a horizontal line, as
in this example for “Overall oral comprehension”.
A2
Can understand enough to be able to meet needs of a concrete type, provided people articulate clearly and
slowly.
Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic
personal and family information, shopping, local geography, employment), provided people articulate
clearly and slowly.
Plus levels represent a very strong competence at a level that does not yet reach the minimum standard for the
next criterion level. Generally, features of the level above are starting to appear. Descriptors from the “plus levels”
are not included in the three tables that introduce the CEFR levels in CEFR 2001 Chapter 3 (CEFR Tables 1, 2 and 3).
2.7. CEFR PROFILES
Levels are a necessary simplication. We need levels in order to organise learning, track progress and answer questions
like “How good is your French?” or “What prociency should we require from candidates?” However, any simple answer like
B2 – or even B2 receptive, B1 productive – hides a complex prole. The reason the CEFR includes so many descriptor scales
is to encourage users to develop dierentiated proles. Descriptor scales can be used rstly to identify which language
activities are relevant for a particular group of learners and, secondly, to establish which level those learners need to achieve
in those activities in order to accomplish their goals. This can be illustrated with the two ctional examples of individual
language proles shown in Figures 6 and 7. In each case, the four shapes in Figures 6 and 7 show the desired prole for
reception, interaction, production and mediation respectively. The labels around the edge of the circle are the descriptor
scales that are considered to be relevant, and the prociency level deemed to be desirable on each descriptor scale is
indicated by the shading. Notice that the descriptor scales included in the two diagrams are not identical. Only those activities
considered to be relevant would be included. Proles like Figures 6 and 7 may be produced for individuals in the context
of very intensive LSP training, but the technique is also very useful for analysing the needs of particular groups of learners.
Figure 6 – A ctional prole of needs in an additional language – lower secondary CLIL
Understanding conversation between other speakers
Understanding audio or signed media recordings
Watching TV, lm and video
Reading for information and argument
Reading instructions
Reading as a leisure activity
Understanding an interlocutor
Conversation
Informal discussion (with friends)
Goal-oriented co-operation
Information exchange
Online conversation and discussion
Goal-oriented online transactions and collaboration
Sustained monologue: describing experience
Sustained monologue: giving information
Creative writing
Reports and essays
Facilitating collaborative interaction with peers
Collaborating to construct meaning
Relaying specic information in speech or sign
Processing text in speech or sign
Relaying specic information in writing
Expressing a personal response to creative texts
(including literature)
MEDIATION
RECEPTION
PRODUCTION
INTERACTION
B2
B1
A2
A1
Key aspects of the CEFR for teaching and learning Page 39
The prole shown in Figure 6 has “plus levels” between the Common Reference Levels. It sets a relatively high priority (B1)
on reception – including reading as a leisure activity – on goal-oriented co-operation, facilitating collaborative interaction
and oral production. The highest priority, though, is on understanding the interlocutor (B2), in this case CLIL, presumably
the teacher. The prole shown in Figure 7 (postgraduate science student) also puts an emphasis on reception (C1) and
on certain aspects of mediation: collaborating to construct meaning, explaining data and processing text. Proles can be
created for various groups, particularly in professional or in specialised educational areas. Stakeholders can be consulted in
a two-step process: rst to establish the relevant descriptor scales and secondly to determine realistic goals for each one.
Graphic proles such as those shown in Figures 6 and 7 can also be used to describe the current language
prociency of a user/learner. One can see the development of individual prociency as a gain of space over
time: a gain in relevant terrain.
31
A realistic graphic prole of any individual’s prociency would be more like the
uneven Figures 6 and 7 than the more abstract perfection levels shown as concentric circles in Figure 3.
Figure 7 – A prole of needs in an additional language – postgraduate natural sciences (ctional)
Understanding conversation between other
speakers
Understanding as a member of a live audience
Note-taking (lectures, seminars, meetings, etc.)
Reading for orientation
Reading for information and argumen
t
Understanding an interlocutor
Informal discussion (with friends)
Formal discussion (meetings)
Goal-oriented co-operation
Information exchange
Goal-oriented online transactions and
collaboration
Sustained monologue: giving information
Sustained monologue: putting a case
Addressing audiences
Reports and essays
Facilitating pluricultural space
F
acilitating collaborative interaction with peers
Collaborating to construct meaning
Encouraging conceptual talk
Explaining data (graphs, diagrams, etc.)
Processing text in writing
MEDIATION
RECEPTION
INTERACTION
PRODUCTION
C2
C1
B2
B1
A2
A1
However, for a personal prole of prociency, working with fewer categories is probably desirable in most
circumstances. Figures 6 and 7 worked with the descriptor scales for dierent, detailed types of activities. A
simpler alternative is to use only the seven overall scales (“Overall oral comprehension”,
32
etc.). On the other
hand, there is no reason why the prole should be conned to one language.
One can take things a stage further and create graphic plurilingual proles for individual user/learners. Figure 8
shows a plurilingual prole inspired by a model developed in a Canadian project.
33
Proles for dierent languages
are superimposed on each other in the same graphic. The gure shows a prole of “partial competences” not
atypical of an adult user/learner: far stronger in reading in all languages.
Such a prole can show the way in which the prociency of any user/learner is almost always going to be uneven, partial.
It will be inuenced by home background, by the needs of the situation in which the person has found themselves,
and by their experience, including transversal competences acquired in general education, in using other languages,
in professional life. The proles of any two user/learners at the same level are thus unlikely to be absolutely identical
31. The 1996 and 1998 provisional versions of the CEFR contained a diagram like Figures 6 and 7 to illustrate this analogy of language
prociency proles as spatial, territorial; in the working group the particular diagram was referred to as “Antarctica” because of its
shape. It was considered too complicated a concept for the time and was dropped from the published version.
32. Oral comprehension, oral production and oral interaction are each taken to include both spoken and signed modalities, as appropriate
in the context.
33. LINCDIRE: LINguistic & Cultural DIversity REinvented, available at www.lincdireproject.org/.
Page 40 3 CEFR – Companion volume
since they reect the life experience of the person concerned as well as their inherent abilities, what the CEFR 2001
(Section 5.2) describes as their “general competences”.
Figure 8 – A plurilingual prociency prole with fewer categories
Listening
Reading
Oral
interaction
Oral production
Written
interaction
Written
production
German French Spanish Italian
C2
C1
B2
B1
A2
A1
In practice, there is a tendency to use more linear diagrams to prole an individual’s CEFR language prociency.
Figure 9 shows prociency in one language in relation to the CEFR “overall” descriptor scales, and Figure 10
shows a prole across languages for oral comprehension. Graphics similar to these appear in versions of the ELP.
Earlier ELPs proled ability in one language after another (as in the example in Figure 9), while some later ones
show the plurilingual prole for overall prociency in each communicative language activity (as in Figure 10).
Figure 9 – A prociency prole – overall prociency in one language
Spanish Pre-A1 A1 A2 A2+ B1 B1+ B2 B2+ C1
Oral comprehension
Reading comprehension
Oral interaction
Written interaction
Oral production
Written production
Mediation
Graphic proles have been associated with the CEFR and the ELP since their earliest versions in the late 1990s.
Nowadays, it is of course far easier to produce them from a spreadsheet (for example, Excel) and with the many
web tools available. However, such graphic proles only have meaning if one can assume a familiarity with the
levels and categories concerned on the part of the reader. The CEFR illustrative descriptors can bring that familiarity.
Figure 10 – A plurilingual prociency prole – Oral comprehension across languages
Pre-A1 A1 A2 A2+ B1 B1+ B2 B2+ C1 C2 Above C2
English
German
French
Spanish
Italian
Key aspects of the CEFR for teaching and learning Page 41
2.8. THE CEFR ILLUSTRATIVE DESCRIPTORS
The illustrative descriptors are presented within descriptor scales. Each descriptor scale provides examples of
typical language use in a particular area that have been calibrated at dierent levels. Each individual descriptor
has been developed and calibrated separately from the other descriptors on the scale, so that each individual
descriptor provides an independent criterion statement that can be used on its own, without the context of the
scale. In fact, the descriptors are mainly used in that way: independently of the scale that presents them. The
aim of the descriptors is to provide input for curriculum development.
The descriptors are presented in levels for ease of use. Descriptors for the same level from several scales tend to
be exploited in adapted form in checklists of descriptors for curriculum or module aims and for self-assessment
(as in the ELPs). However, the association of a descriptor with a specic level should not be seen as exclusive or
mandatory. The descriptors appear at the rst level at which a user/learner is most likely to be able to perform
the task described. This is the level at which the descriptor is most likely to be relevant as a curriculum aim: it
is the level at which it is reasonable to develop the ability to do what is described. That descriptor would be a
challenging, but by no means impossible, aim for user/learners at the level below. Indeed, for some types of
learners, with a particular talent, experience or motivation in the area described, it could well be a fully appropriate
goal. This emphasises the importance of thinking in terms of proles (see Figures 6 to 10) as well as levels. Users
may nd it useful to read CEFR 2001 Section 3.7, “How to read the scales of illustrative descriptors” (p. 36), and
Section 3.8 (p. 37), “How to use the scales of descriptors of language prociency”.
The scales of illustrative descriptors consist of independent, stand-alone descriptors and are not primarily
intended for assessment. They are not assessment scales in the sense in which the term is generally used in
language assessment. They do not attempt to cover each relevant aspect at every level in the way that scales for
assessing a performance conventionally do. They are illustrative, not just in the sense that they are presented as
non-mandatory examples, but also in the sense that they provide only illustrations of competence in the area
concerned at dierent levels. They focus on aspects that are new and salient; they do not attempt to describe
everything relevant in a comprehensive manner. They are open-ended and incomplete.
CEFR descriptor research project
The illustrative descriptors published in the CEFR 2001 were based on results from a Swiss National Science
Foundation research project set up to develop and validate descriptors for the CEFR and the ELP and to give a
picture of the development of language prociency reached at the end of dierent school years in the Swiss
educational system. The project described in this document, to develop an extended set of illustrative descriptors,
replicated the approach taken in this Swiss project, which took place from 1993 to 1997. The methodology used in
that original project, and described briey in CEFR 2001 Appendix B, comprised three phases:
Intuitive phase: Detailed analysis of existing descriptor scales and authoring of new descriptors.
Qualitative phase: 32 face-to-face workshops with groups of 4 to 12 teachers, focusing on (a) sorting
descriptors into the categories they purported to describe; (b) evaluating the clarity, accuracy and
relevance of the descriptors; and (c) sorting descriptors into bands of prociency.
Quantitative phase: Rasch scaling analysis of the way 250 teachers interpreted the diculty of the
descriptors when each teacher assessed 10 learners, forming a structured sample of two of their classes
at the end of the school year. These evaluations with descriptors took place when the (approximately 80%
secondary school) teachers were awarding grades for the school year.
The illustrative descriptors are one source for the development of standards appropriate to the context concerned;
they are not in themselves oered as standards. They are a basis for reection, discussion and further action. The
aim is to open new possibilities, not to pre-empt decisions. The CEFR itself makes this point very clearly, stating
that the descriptors are presented as recommendations and are not in any way mandatory.
As a user, you are invited to use the scaling system and associated descriptors critically. The Modern Languages Section
of the Council of Europe will be glad to receive a report of your experience in putting them into use. Please note also
that scales are provided not only for a global prociency, but for many of the parameters of language prociency
detailed in Chapters 4 and 5. This makes it possible to specify dierentiated proles for particular learners or groups
of learners (CEFR 2001, Notes for the user: xiii-xiv).
The descriptor scales are thus reference tools. They are not intended to be used as assessment instruments,
though they can be a source for the development of such instruments. These might take the form of a checklist
at one level, or a grid dening several categories at dierent levels. Users may nd it helpful to refer to CEFR
2001 Section 9.2.2, “The criteria for the attainment of a learning objective”.
Page 42 3 CEFR – Companion volume
Each descriptor scale is now accompanied by a short rationale, which highlights key concepts represented in
the descriptors as one progresses up the scale. The scales do not always provide a descriptor for every level. The
absence of a descriptor does not imply the impossibility of writing one. For example, at C2 the entry is sometimes:
“No descriptors available: see C1”. In such cases, the user is invited to consider whether they can formulate for
the context concerned a descriptor representing a more demanding version of the denition given for C1.
In CEFR 2001 Section 3.4, the claim made for the validity of the illustrative descriptors is that they:
f draw, in their formulation, on the experience of many institutions active in the eld of dening levels of
prociency;
f have been developed in tandem with the descriptive scheme presented in CEFR 2001 Chapters 4 and 5
through an interaction between (a) the theoretical work of the Authoring Group; (b) the analysis of existing
scales of prociency; and (c) the practical workshops with teachers;
f have been matched to the set of Common Reference Levels A1, A2, B1, B2, C1 and C2;
f meet the criteria outlined in CEFR 2001 Appendix A for eective descriptors in that each is brief (up to 25
words), clear and transparent, positively formulated, describes something denite, and has independent,
stand-alone integrity, not relying on the formulation of other descriptors for its interpretation;
f
have been found transparent, useful and relevant by groups of non-native and native-speaker teachers from a
variety of educational sectors with very dierent proles in terms of linguistic training and teaching experience;
f are relevant to the description of actual learner achievement in lower and upper secondary, vocational
and adult education, and could thus represent realistic objectives;
f have been “objectively calibrated” to a common scale. This means that the position of the vast majority of
the descriptors on the scale is the product of how they have been interpreted to assess the achievement
of learners, rather than just the opinion of the authors;
f provide a bank of criterion statements about the continuum of foreign language prociency that can be
exploited exibly for the development of criterion-referenced assessment. They can be matched to existing
local systems, elaborated by local experience and/or used to develop new sets of objectives.
As a result, the set of illustrative descriptors published in 2001 met with wide acceptance and they have been
translated into 40 languages. However, the illustrative descriptors were referred to in the CEFR 2001 as a “descriptor
bank” because the idea was that, as with a test item bank, they might later be extended once users developed
and validated more descriptors – as has now happened with this update.
The descriptors are intended to provide a common metalanguage to facilitate networking and the development
of communities of practice by groups of teachers. Users of the CEFR are invited to select the CEFR levels and
illustrative descriptors that they consider to be appropriate for their learners’ needs, to adapt the formulation
of the latter, in order to better suit the specic context concerned, and to supplement them with their own
descriptors where they deem it necessary. This is the way that descriptors have been adapted for ELPs.
2.9. USING THE CEFR ILLUSTRATIVE DESCRIPTORS
The main function of descriptors is to help align curriculum,
teaching and assessment. Educators can select CEFR
descriptors according to their relevance to the particular
context, adapting them in the process if necessary. In this
way descriptors can provide a detailed, exible resource for:
f
relating learning aims to real-world language use,
thus providing a framework for action-oriented
learning;
f
providing transparent “signposting” to learners,
parents or sponsors;
f
oering a “menu” to negotiate priorities with adult
learners in a process of ongoing needs analysis;
f
suggesting classroom tasks to teachers that will
involve activities described in several descriptors;
f
introducing criterion-referenced assessment with
criteria relating to an external framework (here
the CEFR).
Dening curriculum aims from a needs prole
Step 1: Select the descriptor scales that are relevant
to the needs of the group of learners concerned
(see Figures 6 and 7). Clearly this is best undertaken
in consultation with stakeholders, including
teachers and, in the case of adult learners, the
learners themselves. Stakeholders can also be asked
what other communicative activities are relevant.
Step 2: Determine with the stakeholders, for
each relevant descriptor scale, the level that the
learners should reach.
Step 3: Collate the descriptors for the target level(s)
from all the relevant scales into a list. This provides
the very rst draft of a set of communicative aims.
Step 4: Rene the list, possibly in discussion with
the stakeholders.
Key aspects of the CEFR for teaching and learning Page 43
An alternative approach is to:
Step 1: Determine a global target level for the course.
Step 2: Collate all the descriptors for that level.
Step 3: Identify the descriptors that are relevant, in consultation with stakeholders, and delete the rest.
Very often, CEFR descriptors are referred to for inspiration in adapting or making explicit the aims of an existing
course. In such a case, descriptors from particular scales are selected, adapted to the local context and added
to an existing curricular document.
However, CEFR descriptors can also be used to develop a set of learning aims from scratch. In doing so, one
should ideally start by creating a needs prole, such as those shown graphically in Figures 6 and 7. In practice, a
short cut is often taken by starting from the checklists of CEFR-adapted descriptors already available for dierent
levels in the Language Biography section of the many versions of the ELP.
Whichever approach is taken, any resulting list of descriptors needs to be slimmed down to a reasonable length
by removing repetition and aspects that appear less relevant in the particular context. It is usually at this point
that descriptors are adapted, shortened, simplied, merged with existing communicative aims and supplemented
by other educational aims. What is a “reasonable” length for a list depends on the precise purpose. A list can be
long (for example 60 to 80 descriptors) in designing a curriculum for an entire level, but experience suggests that
any list used as an instrument for teacher assessment or self-assessment is more eective if it is much shorter
(for example, 10 to 20 descriptors) and focused on activities of relevance in a particular section or module of
the course.
In using the descriptors to make a list of learning objectives, one should bear in mind that the descriptors from
dierent scales complement one another. One may wish to broaden the scope of a particular descriptor by
presenting it linked to descriptors from one or two complementary scales that are relevant to the intended
scope of the learning activity. For example, at B1, one might wish to create a broader educational objective for
engaging with a text by associating the following descriptors from three dierent scales:
f Can follow the plot of stories, simple novels and comics with a clear linear storyline and high frequency
everyday language, given regular use of a dictionary (Reading as a leisure activity).
f
Can explain briey the feelings and opinions that a work provoked in them (Expressing a personal response
to creative texts (including literature)).
f Can discuss in simple terms the way in which things that may look “strange” to them in another sociocul-
tural context may well be “normal” for the other people concerned (Building on pluricultural repertoire).
Descriptors can also be useful as a starting point for providing transparent criteria for assessment. CEFR 2001
Chapter 9 outlines dierent forms of assessment and ways in which descriptors can be useful in relation to them.
In discussing the exploitation of descriptors in assessment, the CEFR makes the following point:
In discussing the use of descriptors it is essential to make a distinction between:
1. Descriptors of communicative activities, which are located in Chapter 4.
2. Descriptors of aspects of prociency related to particular competences, which are located in Chapter 5.
The former are very suitable for teacher- or self-assessment with regard to real-world tasks. Such teacher- or self-
assessments are made on the basis of a detailed picture of the learner’s language ability built up during the course
concerned. They are attractive because they can help to focus both learners and teachers on an action-oriented
approach. (CEFR 2001 Section 9.2.2)
The latter, descriptors of aspects of competences (CEFR 2001 Chapter 5), can be a useful source for developing
assessment criteria for how well user/learners are able to perform a particular task: to assess the quality of their
production. This is opposed to “the what”: the communicative activities they “can do” (CEFR 2001 Chapter 4).
The relationship between the two types of illustrative descriptors is shown in Table 5. Each type (what; how)
can take two forms: simpler, for “outsiders”, and more elaborated, for “insiders” (usually teachers). Simple forms
of descriptors about what the learner can do are often used to report results to the user/learners themselves
and other stakeholders (user-oriented); more elaborated, “insider” forms help teachers or testers to construct
a programme and specic tasks in it (constructor-oriented). Simpler versions of descriptors for how a learner
performs in a language are used in assessment grids, which usually restrict themselves to four or ve assessment
criteria; in a spirit of transparency these can be shared with user/learners (assessor-oriented). More elaborated,
“insider” forms, usually for a longer list of aspects of quality, can be used as a checklist to diagnose strengths
and weaknesses (diagnostic-oriented). Users may wish to follow up on this point in CEFR 2001 Sections 3.8 and
9.2.2, which explain these dierent orientations.
Page 44 3 CEFR – Companion volume
Table 5 – The dierent purposes of descriptors
WHAT the user/learner can
do (CEFR 2001 Chapter 4)
HOW WELL the user/
learner performs (CEFR
2001 Chapter 5)
Of relevance to
More
complex
descriptors
Constructor-oriented curriculum
descriptors
Diagnostic-oriented assessment
descriptors
Curriculum designers
Teachers
Simpler
descriptors
User-oriented learning aims and
“can do” learning outcomes
Self-assessment-oriented
assessment descriptors
Learners
Parents/employers, etc.
As mentioned, the primary function of descriptors is to facilitate the provision of transparent and coherent
alignment between curriculum, teaching and assessment, particularly teacher assessment, and above all between
the “language classroom world” and the real world. Real-world needs will relate to the main domains of language
use: the public domain, the private domain, the occupational domain and the educational domain (CEFR 2001
Section 4.1.1; CEFR 2001 Table 5). These domains are illustrated in Appendix 5 with examples for the new scales
for online and mediation activities.
The educational domain is clearly as much a real-world domain as the other three domains. Indeed, both needs
proles shown earlier concerned the educational domain (Figure 6 for CLIL; Figure 7 for university study). It is
particularly evident in cases such as the language of schooling for children with an immigrant background and
CLIL that teacher-learner(s) interaction and collaborative interaction between learners have mediating functions:
f that of organising collective work and the relationships between participants;
f that of facilitating access to, and the construction of, knowledge.
As diversity has increased at both the social and educational level since the CEFR was published, it has become
increasingly important to make space for this diversity. This calls for a broader view of mediation, as taken in
the 2014-17 project, together with a positive focus on user/learners’ diverse linguistic and cultural repertoires.
Classrooms can become a place for raising awareness of and further developing learners’ plurilingual/pluricultural
proles. We very much hope that the provision of CEFR descriptors for mediating text, mediating concepts,
mediating communication and for plurilingual/pluricultural competence will help to broaden the types of tasks
carried out in language classrooms and to value all the developing language resources that user/learners bring.
2.10. SOME USEFUL RESOURCES FOR CEFR IMPLEMENTATION
The Council of Europe’s website contains links to many resources and articles relating to the CEFR, including
a bank of supplementary descriptors, samples of performance (videos and scripts) and calibrated assessment
tasks. In addition, materials from a number of CEFR-related projects are available through the ECML website.
The following list of web resources and books includes some of the most practical guidance in how to exploit
the CEFR for language teaching and learning.
2.10.1. Web resources
“Common European Framework of Reference for Languages: Learning, teaching, assessment – A Guide for Users”,
34
available
in English and French.
“From communicative to action-oriented: a research pathway”,
35
available in English and French.
A quality assurance matrix for CEFR use
36
(CEFR QualiMatrix), available in English and French.
CEFTrain (Common European Framework of Reference for Languages in Teacher Training).
37
34. Trim J. (ed.) (2001), “Common European Framework of Reference for Languages: Learning, teaching, assessment – A Guide for Users”,
Langauge Policy Division, Council of Europe, Strasbourg, available at https://rm.coe.int/1680697848.
35. Piccardo E. (2014), “From communicative to action-oriented: a research pathway”.
36. Available at www.ecml.at/CEFRqualitymatrix.
37. www.helsinki./project/ceftrain/index.php.35.html.
Key aspects of the CEFR for teaching and learning Page 45
Council of Europe tools for language teaching – Common European framework and portfolios,
38
available in English and French.
Equals “Practical resources for language teaching”.
39
Guide for the development and implementation of curricula for plurilingual and intercultural education (Beacco et al. 2016a),
available in English and French.
Pathways through assessing, learning and teaching in the CEFR (Piccardo et al. 2011), available in English and French.
PRO-Sign: Promoting Excellence in Sign Language Instruction.
40
2.10.2. Books
Bourguignon C. (2010), Pour enseigner les langues avec les CERCL – Clés et conseils, Delagrave, Paris.
Lions-Olivieri M-L. and Liria P. (eds) (2009), L’approche actionnelle dans l’enseignement des langues. Douze articles pour mieux
comprendre et faire le point, Difusión-Maison des langues, Paris.
North B. (2014), The CEFR in practice, Cambridge University Press, Cambridge.
North B., Angelova M. and Rossner R. (2018), Language course planning, Oxford University Press, Oxford.
Piccardo E. and North B. (2019), The action-oriented approach: a dynamic vision of language education, Multilingual Matters,
Bristol.
Rosen É. and Reinhardt C. (eds) (2010), Le point sur le Cadre européen commun de référence pour les langues, Clé international, Paris.
38. Goullier F. (2007), Council of Europe tools for language teaching – Common European framework and portfolios, Les Editions Didier/
Council of Europe, Paris/Strasbourg, available at https://rm.coe.int/168069ce6
e
.
39. Equals “Practical resources for language teaching”, available at www.eaquals.org/our-expertise/cefr/our-work-practical-resources-
for-language-teaching/.
40. www.ecml.at/ECML-Programme/Programme2016-2019/SignLanguageInstruction/tabid/1856/Default.aspx.
Page 47
Chapter 3
THE CEFR ILLUSTRATIVE DESCRIPTOR
SCALES: COMMUNICATIVE LANGUAGE
ACTIVITIES AND STRATEGIES
Figure 11 – Reception activities and strategies
Reception
Reception activities Reception strategies
Audio-visual
comprehension
Oral comprehension
Reading
comprehension
Understanding
conversation between
other people
Reading
correspondence
Understanding
as a member of a
live audience
Reading for orientation
Understanding
announcements
and instructions
Reading for information
and argument
Understanding audio
(or signed) media
and recordings
Reading instructions
Watching TV, lm
and video
Overall oral
comprehension
Overall reading
comprehension
Identifying cues
and inferring
Reading as a
leisure activity
3.1. RECEPTION
Reception involves receiving and processing input: activating what are thought to be appropriate schemata in
order to build up a representation of the meaning being expressed and a hypothesis as to the communicative
intention behind it. Incoming co-textual and contextual cues are checked to see if they “t” the activated
schema – or suggest that an alternative hypothesis is necessary. In “oral reception”, the language user receives
and processes live or recorded input produced by one or more other people. In “visual reception” (reading and
watching) activities the user receives and processes as input written and signed texts produced by one or more
people. In “audio-visual comprehension”, for which one scale (watching TV and lm) is provided, the user watches
TV, video or a lm and uses multimedia, with or without subtitles, voiceovers or signing.
Page 48 3 CEFR – Companion volume
3.1.1. Reception activities
3.1.1.1. Oral comprehension
The expression “oral comprehension” covers comprehension in live, face-to-face communication and its remote and/
or recorded equivalent. It thus includes visuo-gestural and audio-vocal modalities. The aspects of oral comprehension
included here under reception are dierent kinds of one-way comprehension, excluding “Understanding an
interlocutor” (as a participant in interaction), which is included under interaction. The approach is strongly inuenced
by the metaphor of concentric circles as one moves out from a role as participant in an interaction towards a one-
way role of an overhearer or bystander, to being a member of a live audience, to being a member of an audience
at a distance – via media. Scales are provided for “Understanding conversation between other people” (as an
overhearer) and for “Understanding as a member of a live audience”. To these scales particular media are added, with
“Understanding announcements and instructions”, and “Understanding audio (or signed) media and recordings.”
There is also a separate scale for “Watching TV, lm and video” included under audio-visual comprehension.
Overall oral comprehension
Overall oral comprehension
C2
Can understand with ease virtually any kind of language, whether live or broadcast, delivered at fast
natural speed.
C1
Can understand enough to follow extended discourse on abstract and complex topics beyond their
own eld, though they may need to conrm occasional details, especially if the variety is unfamiliar.
Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts.
Can follow extended discourse even when it is not clearly structured and when relationships are only
implied and not signalled explicitly.
B2
Can understand standard language or a familiar variety, live or broadcast, on both familiar and
unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme
[auditory/visual] background noise, inadequate discourse structure and/or idiomatic usage inuence
the ability to understand.
Can understand the main ideas of propositionally and linguistically complex discourse on both concrete
and abstract topics delivered in standard language or a familiar variety, including technical discussions
in their eld of specialisation.
Can follow extended discourse and complex lines of argument, provided the topic is reasonably
familiar, and the direction of the argument is signposted by explicit markers.
B1
Can understand straightforward factual information about common everyday or job-related topics,
identifying both general messages and specic details, provided people articulate clearly in a generally
familiar variety.
Can understand the main points made in clear standard language or a familiar variety on familiar
matters regularly encountered at work, school, leisure, etc., including short narratives.
A2
Can understand enough to be able to meet needs of a concrete type, provided people articulate clearly
and slowly.
Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic
personal and family information, shopping, local geography, employment), provided people articulate
clearly and slowly.
A1
Can follow language which is very slow and carefully articulated, with long pauses for them to
assimilate meaning.
Can recognise concrete information (e.g. places and times) on familiar topics encountered in everyday
life, provided it is delivered slowly and clearly.
Pre-A1
Can understand short, very simple questions and statements, provided they are delivered slowly and
clearly and accompanied by visuals or manual gestures to support understanding and repeated if
necessary.
Can recognise everyday, familiar words/signs, provided they are delivered clearly and slowly in a clearly
dened, familiar everyday context.
Can recognise numbers, prices, dates and days of the week, provided they are delivered slowly and
clearly in a dened, familiar everyday context.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 49
Understanding conversation between other people
This scale concerns two main situations: the rst is when other participants in a group interaction talk/sign across
the user/learner to each other, so that the user/learner is no longer directly addressed. The second situation
is when the user/learner is an overhearer to a conversation between other people nearby. Both situations are
noticeably more dicult than when the user/learner is directly addressed, rstly because there is no element
of accommodation to them and because the speakers/signers may have shared assumptions, experiences they
refer to and even variants in usage, and secondly because the user/learner, not being an addressee, has no
“right” to ask for clarication, repetition, etc. Key concepts operationalised in the scale include the following:
f picking up and connecting words/signs, phrases, etc.;
f catching enough to identify the topic, and changes of topic;
f identifying chronological progression, for example a story;
f identifying when people agree and disagree, and points made for and against an issue;
f identifying attitudes and sociocultural implications (C levels).
Understanding conversation between other people
C2
Can identify the sociocultural implications of most of the language used in colloquial discussions that
take place at a natural speed.
C1
Can easily follow complex interactions between third parties in group discussion and debate, even on
abstract, complex, unfamiliar topics.
Can identify the attitude of each participant in an animated discussion characterised by overlapping
turns, digressions and colloquialisms that is delivered at a natural speed in varieties that are familiar.
B2
Can keep up with an animated conversation between procient users of the target language.
Can with some eort catch much of what is said around them, but may nd it dicult to participate
eectively in discussion with several users of the target language who do not modify their language in
any way.
Can identify the main reasons for and against an argument or idea in a discussion conducted in clear
standard language or a familiar variety.
Can follow chronological sequence in extended informal discourse, e.g. in a story or anecdote.
B1
Can follow much of everyday conversation and discussion, provided it is clearly articulated in standard
language or in a familiar variety.
Can generally follow the main points of extended discussion around them, provided it is clearly
articulated in standard language or a familiar variety.
A2
Can generally identify the topic of discussion around them when it is conducted slowly and clearly.
Can recognise when people agree and disagree in a conversation conducted slowly and clearly.
Can follow in outline short, simple social exchanges, conducted very slowly and clearly.
A1
Can understand some expressions when people are discussing them, family, school, hobbies or
surroundings, provided the delivery is slow and clear.
Can understand words/signs and short sentences in a simple conversation (e.g. between a customer and
a salesperson in a shop), provided people communicate very slowly and very clearly.
Pre-A1
No descriptors available
Page 50 3 CEFR – Companion volume
Understanding as a member of a live audience
This scale concerns understanding a speaker addressing an audience, for example in a meeting or seminar, at a
conference or lecture, on a guided tour, or at a wedding or other celebration. Understanding the speaker/signer as
a member of an audience is in fact usually easier than “Understanding conversation between other people”, even
though the user/learner is even further away from being a participant in the discourse. This is rstly because the more
structured nature of a monologue means that it is easier to bridge over sections that one does not understand and
pick up the thread again. Secondly, the speaker/signer is more likely to be using a neutral register and projecting well
so as to maximise the ability of the audience to follow. Key concepts operationalised in the scale include the following:
f following a talk accompanying real artefacts (for example on a guided tour) and visual aids (for example
PowerPoint);
f the degree of accommodation to the audience (speed of delivery, extent to which usage is simplied);
f familiarity of the situation and subject matter;
f following a line of argument, distinguishing main points, etc.
Understanding as a member of a live audience
C2
Can follow specialised lectures and presentations employing colloquialism, regional usage or unfamiliar
terminology.
Can make appropriate inferences when links or implications are not made explicit.
Can get the point of jokes or allusions in a presentation.
C1
Can follow most lectures, discussions and debates with relative ease.
B2
Can follow the essentials of lectures, talks and reports and other forms of academic/professional
presentation which are propositionally and linguistically complex.
Can understand the point of view expressed on topics that are of current interest or that relate to their
specialised eld, provided the talk is delivered in standard language or a familiar variety.
Can follow complex lines of argument in a clearly articulated lecture, provided the topic is reasonably
familiar.
Can distinguish main themes from asides, provided the lecture or talk is delivered in standard language or
a familiar variety.
Can recognise the point of view expressed and distinguish this from facts being reporting.
B1
Can follow a lecture or talk within their own eld, provided the subject matter is familiar and the
presentation straightforward and clearly structured.
Can distinguish between main ideas and supporting details in standard lectures on familiar subjects,
provided these are delivered in clearly articulated standard language or a familiar variety.
Can follow in outline straightforward short talks on familiar topics, provided these are delivered in clearly
articulated standard language or a familiar variety.
Can follow a straightforward conference presentation or demonstration with visual support (e.g. slides,
handouts) on a topic or product within their eld, understanding explanations given.
Can understand the main points of what is said in a straightforward monologue (e.g. a guided tour),
provided the delivery is clear and relatively slow.
A2
Can follow the general outline of a demonstration or presentation on a familiar or predictable topic, where
the message is expressed slowly and clearly in simple language and there is visual support (e.g. slides,
handouts).
Can follow a very simple, well-structured presentation or demonstration, provided it is illustrated with
slides, concrete examples or diagrams, it is delivered slowly and clearly with repetition, and the topic is
familiar.
Can understand the outline of simple information given in a predictable situation, such as on a guided tour
(e.g. “This is where the President lives”).
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 51
Understanding as a member of a live audience
A1
Can understand in outline very simple information being explained in a predictable situation like a guided
tour, provided the delivery is very slow and clear and that there are long pauses from time to time.
Pre-A1
No descriptors available
Understanding announcements and instructions
This scale involves a dierent type of extremely focused comprehension in which the aim is to catch specic
information. The situation is complicated by the fact that the announcement or instructions may well be delivered
by a (possibly faulty) public address system, or called out/signed some considerable distance away. Key concepts
operationalised in the scale include the following:
f understanding directions and detailed instructions;
f catching the main point of announcements;
f degree of clarity, from slow and clear to normal speed with audio and/or visual distortion.
Understanding announcements and instructions
C2
No descriptors available; see C1
C1
Can extract specic information from poor quality, [audibly and/or visually] distorted public
announcements, e.g. in a station or sports stadium, or on an old recording.
Can understand complex technical information, such as operating instructions or specications for familiar
products and services.
B2
Can understand announcements and messages on concrete and abstract topics delivered in standard
language or a familiar variety at normal speed.
Can understand detailed instructions well enough to be able to follow them successfully.
B1
Can understand simple technical information, such as operating instructions for everyday equipment.
Can follow detailed directions.
Can understand public announcements at airports, stations and on planes, buses and trains, provided
these are clearly articulated with minimum interference from [auditory/visual] background noise.
A2
Can understand and follow a series of instructions for familiar everyday activities such as sports, cooking,
etc., provided they are delivered slowly and clearly.
Can understand straightforward announcements (e.g. of a cinema programme or sports event, that a train
has been delayed), provided the delivery is slow and clear.
Can catch the main point in short, clear, simple messages and announcements.
Can understand simple directions on how to get from X to Y, by foot or public transport.
Can understand basic instructions on times, dates and numbers, etc., and on routine tasks and assignments
to be carried out.
A1
Can understand instructions addressed carefully and slowly to them and follow short, simple directions.
Can understand when someone tells them slowly and clearly where something is, provided the object is in
the immediate environment.
Can understand gures, prices and times given slowly and clearly in an announcement by loudspeaker, e.g.
at a railway station or in a shop.
Pre-A1
Can understand short, simple instructions for actions such as “Stop”, “Close the door”, etc., provided they are
delivered slowly face-to-face, accompanied by pictures or manual gestures and repeated if necessary.
Page 52 3 CEFR – Companion volume
Understanding audio (or signed) media and recordings
This scale involves broadcast audio and signed media and recorded materials unaccompanied by video, including
messages, weather forecasts, narrated stories, news bulletins, interviews and documentaries. Key concepts
operationalised in the scale include the following:
f picking out concrete information;
f understanding main points, essential information;
f catching important information;
f identifying speaker mood, attitudes and viewpoints.
Understanding audio (or signed) media and recordings
C2
No descriptors available; see C1
C1
Can understand a wide range of recorded and broadcast material, including some non-standard usage,
and identify ner points of detail including implicit attitudes and relationships between people.
B2
Can understand recordings in the standard form of the language likely to be encountered in social,
professional or academic life and identify viewpoints and attitudes as well as the information content.
Can understand most documentaries and most other recorded or broadcast material delivered in the
standard form of the language and can identify mood, attitude, etc.
B1
Can understand the information content of the majority of recorded or broadcast material on topics of
personal interest delivered in clear standard language.
Can understand the main points of news bulletins and simpler recorded material about familiar subjects
delivered relatively slowly and clearly.
Can understand the main points and important details in stories and other narratives (e.g. a description of
a holiday), provided the delivery is slow and clear.
A2
Can understand the most important information contained in short commercials concerning goods and
services of interest (e.g. CDs, video games, travel).
Can understand in an interview what people say they do in their free time, what they particularly like doing
and what they do not like doing, provided they speak slowly and clearly.
Can understand and extract the essential information from short, recorded passages dealing with
predictable everyday matters which are delivered slowly and clearly.
Can extract important information from short broadcasts (e.g. the weather forecast, concert
announcements, sports results), provided people talk clearly.
Can understand the important points of a story and manage to follow the plot, provided the story is told
slowly and clearly.
A1
Can pick out concrete information (e.g. places and times) from short recordings on familiar everyday topics,
provided they are delivered very slowly and clearly.
Pre-A1
Can recognise words/signs, names and numbers that they already know in simple, short recordings,
provided these are delivered very slowly and clearly.
3.1.1.2. Audio-visual comprehension
Watching TV, lm and video
This scale includes live and recorded video material plus, at higher levels, lm. Key concepts operationalised in
the scale include the following:
f following changes of topic and identifying main points;
f identifying details, nuances and implied meaning (C levels);
f delivery: from slow, clear standard usage to the ability to handle slang and idiomatic usage.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 53
Watching TV, lm and video
C2
No descriptors available; see C1
C1
Can follow lms employing a considerable degree of slang and idiomatic usage.
Can understand in detail the arguments presented in demanding television broadcasts such as current
aairs programmes, interviews, discussion programmes and chat shows.
Can understand nuances and implied meaning in most lms, plays and TV programmes, provided these are
delivered in standard language or a familiar variety.
B2
Can extract the main points from the arguments and discussions in news and current aairs programmes.
Can understand most TV news and current aairs programmes.
Can understand documentaries, live interviews, talk shows, plays and the majority of lms in the standard
form of the language or a familiar variety.
B1
Can understand a large part of many TV programmes on topics of personal interest such as interviews,
short lectures and news reports when the delivery is relatively slow and clear.
Can follow many lms in which visuals and action carry much of the storyline, and which are delivered
clearly in straightforward language.
Can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and
clear.
A2
Can identify the main point of TV news items reporting events, accidents, etc. where the visuals support
the commentary.
Can follow a TV commercial or a trailer for or scene from a lm, understanding what topic(s) are concerned,
provided the images are a great help in understanding and the delivery is clear and relatively slow.
Can follow changes of topic of factual TV news items, and form an idea of the main content.
A1
Can recognise familiar words/signs and phrases and identify the topics in headline news summaries and
many of the products in advertisements, by exploiting visual information and general knowledge.
Pre-A1
Can identify the subject of a video document on the basis of visual information and previous knowledge.
3.1.1.3. Reading comprehension
Reading comprehension is taken to include both written and signed texts. The categories for reading are a
mixture between reading purpose and reading particular genres with specic functions. In terms of reading
purpose, there is a fundamental dierence between “Reading for orientation” and “Reading for information and
argument”. The former is sometimes called search reading and mainly takes two forms: rstly, reading a text
“diagonally” at speed in order to decide whether to read (parts of) it properly (= “skimming”), and secondly,
looking quickly through a text, searching for something specic – usually a piece of information (= “scanning”).
The latter is the way one reads artefacts like bus or train timetables, but sometimes one searches through a
long prose text looking for something in particular. Then there is a fundamental dierence between “Reading
for information and argument” and “Reading as a leisure activity”. The latter may well involve non-ction, but
not necessarily literature. It will also encompass magazines and newspapers, vlogs/blogs, biographies, etc. –
and possibly even texts that another person would read only for work or study purposes, depending on one’s
interests. Finally, there are texts that one reads in a particular way – like “Reading instructions”, a specialised
form of reading for information. “Reading correspondence” is dierent again, and this is oered rst since the
scales start in each category with interpersonal language use. “Reading as a leisure activity” is listed last purely
because it was added in 2018.
Page 54 3 CEFR – Companion volume
Overall reading comprehension
Overall reading comprehension
C2
Can understand virtually all types of texts including abstract, structurally complex, or highly colloquial
literary and non-literary writings.
Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and
implicit as well as explicit meaning.
C1
Can understand in detail lengthy, complex texts, whether or not these relate to their own area of speciality,
provided they can reread dicult sections.
Can understand a wide variety of texts including literary writings, newspaper or magazine articles, and
specialised academic or professional publications, provided there are opportunities for rereading and they
have access to reference tools.
B2
Can read with a large degree of independence, adapting style and speed of reading to dierent texts and
purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but
may experience some diculty with low-frequency idioms.
B1
Can read straightforward factual texts on subjects related to their eld of interest with a satisfactory level
of comprehension.
A2
Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency
everyday or job-related language.
Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of
shared international vocabulary items.
A1
Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and
basic phrases and rereading as required.
Pre-A1
Can recognise familiar words/signs accompanied by pictures, such as a fast-food restaurant menu
illustrated with photos or a picture book using familiar vocabulary.
Reading correspondence
This scale encompasses reading both personal and formal correspondence. Key concepts operationalised in
the scale include the following:
f length and complexity/simplicity of message;
f concreteness of information, whether it follows a routine format;
f the extent to which language is standard, colloquial, idiomatic;
f the extent to which the subject is an everyday one, or if it is related to interests, or specialised.
Reading correspondence
C2
Can understand specialised, formal correspondence on a complex topic.
C1
Can understand any correspondence given the occasional use of a dictionary.
Can understand implicit as well as explicit attitudes, emotions and opinions expressed in e-mails,
discussion forums, vlogs/blogs, etc., provided there are opportunities for rereading and they have access to
reference tools.
Can understand slang, idiomatic expressions and jokes in private correspondence.
B2
Can read correspondence relating to their eld of interest and readily grasp the essential meaning.
Can understand what is said in a personal e-mail or posting even where some colloquial language is used.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 55
Reading correspondence
B1
Can understand formal correspondence on less familiar subjects well enough to redirect it to someone
else.
Can understand the description of events, feelings and wishes in personal letters well enough to
correspond regularly with a pen friend.
Can understand straightforward personal letters, e-mails or postings giving a relatively detailed account of
events and experiences.
Can understand standard formal correspondence and online postings in their area of professional interest.
A2
Can understand a simple personal letter, e-mail or post in which the person writing is talking about familiar
subjects (such as friends or family) or asking questions on these subjects.
Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of conrmation,
etc.) on familiar topics.
Can understand short, simple personal letters.
Can understand very simple formal e-mails and letters (e.g. conrmation of a booking or online purchase).
A1
Can understand short, simple messages on postcards.
Can understand short, simple messages sent via social media or e-mail (e.g. proposing what to do, when
and where to meet).
Pre-A1
Can understand from a letter, card or e-mail the event to which they are being invited and the information
given about day, time and location.
Can recognise times and places in very simple notes and text messages from friends or colleagues (e.g.
“Back at 4 o’clock” or “In the meeting room”), provided there are no abbreviations.
Reading for orientation
Reading for orientation – search reading – involves “skimming”: reading at speed in order to judge relevance and
“scanning”: searching for specic information. In relation to signed texts, both functions are achieved by putting
the video into “fast forward”. Key concepts operationalised in the scale include the following:
f the types of text (from notices, leaets, etc. to articles and books);
f
picking out concrete information like times and prices from texts that are visual artefacts, rather than prose
text, with helpful layout;
f identifying important information;
f scanning prose text for relevance;
f speed, mentioned in B2.
Reading for orientation
C2
No descriptors available; see B2
C1
No descriptors available; see B2
B2
Can scan quickly through several sources (articles, reports, websites, books, etc.) in parallel, in both their
own eld and in related elds, and can identify the relevance and usefulness of particular sections for the
task at hand.
Can scan quickly through long and complex texts, locating relevant details.
Can quickly identify the content and relevance of news items, articles and reports on a wide range of
professional topics, deciding whether closer study is worthwhile.
Page 56 3 CEFR – Companion volume
Reading for orientation
B1
Can scan longer texts in order to locate desired information, and gather information from dierent parts of
a text, or from dierent texts in order to full a specic task.
Can scan through straightforward, factual texts in magazines, brochures or on the web, identify what they
are about and decide whether they contain information that might be of practical use.
Can nd and understand relevant information in everyday material, such as letters, brochures and short
ocial documents.
Can pick out important information about preparation and usage on the labels on foodstu and medicine.
Can assess whether an article, report or review is on the required topic.
Can understand the important information in simple, clearly drafted adverts in newspapers or magazines,
provided there are not too many abbreviations.
A2
Can nd specic information in practical, concrete, predictable texts (e.g. travel guidebooks, recipes),
provided they are produced in simple language.
Can understand the main information in short and simple descriptions of goods in brochures and websites
(e.g. portable digital devices, cameras).
Can nd specic, predictable information in simple everyday material such as advertisements,
prospectuses, menus, reference lists and timetables.
Can locate specic information in lists and isolate the information required (e.g. use the Yellow Pages to
nd a service or tradesman).
Can understand everyday signs and notices, etc. in public places, such as streets, restaurants, railway
stations; in workplaces, such as directions, instructions, hazard warnings.
A1
Can recognise familiar names, words/signs and very basic phrases on simple notices in the most common
everyday situations.
Can understand store guides (information on which oors departments are on) and directions (e.g. where
to nd lifts).
Can understand basic hotel information (e.g. times when meals are served).
Can nd and understand simple, important information in advertisements, programmes for special events,
leaets and brochures (e.g. what is proposed, costs, the date and place of the event, departure times).
Pre-A1
Can understand simple everyday signs such as “Parking”, “Station”, “Dining room”, “No smoking”, etc.
Can nd information about places, times and prices on posters, yers and notices.
Reading for information and argument
Reading for information and argument – detailed reading – involves careful study of a written or signed text
that one has judged to be relevant for a purpose at hand. It is often associated with study and professional life.
Key concepts operationalised in the scale include the following:
f types of text, from simple, short, illustrated informational material to complex reports and articles;
f
subjects of text, from familiar everyday subjects of personal interest to topics outside their area of interest;
f
depth of understanding, from getting an idea of the content to understanding the ner points and
implications.
Reading for information and argument
C2
Can understand the ner points and implications of a complex report or article even outside their area of
specialisation.
C1
Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social,
professional or academic life, identifying ner points of detail including attitudes and implied as well as
stated opinions.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 57
Reading for information and argument
B2
Can obtain information, ideas and opinions from highly specialised sources within their eld.
Can understand specialised articles outside their eld, provided they can use a dictionary occasionally to
conrm their interpretation of terminology.
Can understand articles and reports concerned with contemporary problems in which particular stances or
viewpoints are adopted.
Can recognise when a text provides factual information and when it seeks to convince readers of
something.
Can recognise dierent structures in discursive text: contrasting arguments, problem–solution
presentation and cause–eect relationships.
B1
Can understand straightforward, factual texts on subjects relating to their interests or studies.
Can understand short texts on subjects that are familiar or of current interest, in which people give their
points of view (e.g. critical contributions to an online discussion forum or readers’ letters to the editor).
Can identify the main conclusions in clearly signalled argumentative texts.
Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail.
Can recognise signicant points in straightforward news articles on familiar subjects.
Can understand most factual information that they are likely to come across on familiar subjects of interest,
provided they have sucient time for rereading.
Can understand the main points in descriptive notes such as those on museum exhibits and explanatory
boards in exhibitions.
A2
Can identify specic information in simpler material they encounter such as letters, brochures and short
news articles describing events.
Can follow the general outline of a news report on a familiar type of event, provided the contents are
familiar and predictable.
Can pick out the main information in short news reports or simple articles in which gures, names,
illustrations and titles play a prominent role and support the meaning of the text.
Can understand the main points of short texts dealing with everyday topics (e.g. lifestyle, hobbies, sports,
weather).
Can understand texts describing people, places, everyday life and culture, etc., provided they use simple
language.
Can understand information given in illustrated brochures and maps (e.g. the principal attractions of a city).
Can understand the main points in short news items on subjects of personal interest (e.g. sport, celebrities).
Can understand a short factual description or report within their own eld, provided simple language is
used and that it does not contain unpredictable detail.
Can understand most of what people say about themselves in a personal ad or post and what they say they
like in other people.
A1
Can get an idea of the content of simpler informational material and short, simple descriptions, especially if
there is visual support.
Can understand short texts on subjects of personal interest (e.g. news ashes about sports, music, travel or
stories) composed in very simple language and supported by illustrations and pictures.
Pre-A1
Can understand the simplest informational material such as a fast-food restaurant menu illustrated with
photos or an illustrated story formulated in very simple everyday words/signs.
Page 58 3 CEFR – Companion volume
Reading instructions
Reading instructions is a specialised form of reading for information, and again concerns written or signed text.
Key concepts operationalised in the scale include the following:
f topic of instructions, from routine prohibitions on simple notices and simple directions to detailed condi-
tions and complex instructions on something unfamiliar, possibly outside their area of expertise;
f degree of contextualisation and familiarity;
f length, from a few words/signs to detailed and lengthy, complex instructions in continuous text.
Reading instructions
C2
No descriptors available; see C1
C1
Can understand in detail lengthy, complex instructions on a new machine or procedure, whether or not the
instructions relate to their own area of speciality, provided they can reread dicult sections.
B2
Can understand lengthy, complex instructions in their eld, including details on conditions and warnings,
provided they can reread dicult sections.
B1
Can understand instructions and procedures in the form of a continuous text, for instance in a manual,
provided they are familiar with the type of process or product concerned.
Can understand clearly expressed, straightforward instructions for a piece of equipment.
Can follow simple instructions given on packaging (e.g. cooking instructions).
Can understand most short safety instructions, (e.g. on public transport or in manuals for the use of
electrical equipment).
A2
Can understand regulations, for example safety, when expressed in simple language.
Can understand short instructions illustrated step by step (e.g. for installing new technology).
Can understand simple instructions on equipment encountered in everyday life – such as a public
telephone.
Can understand simple, brief instructions, provided they are illustrated and not presented in continuous text.
Can understand instructions on medicine labels expressed as a simple command (e.g. “Take before meals”
or “Do not take if driving”).
Can follow a simple recipe, especially if there are pictures to illustrate the most important steps.
A1
Can follow short, simple directions (e.g. to go from X to Y).
Pre-A1
Can understand very short, simple, instructions used in familiar everyday contexts (e.g. “No parking”, “No
food or drink”), especially if there are illustrations.
Reading as a leisure activity
This scale involves both ction and non-ction written and signed texts. These may include creative texts,
dierent forms of literature, magazine and newspaper articles, blogs or biographies, among other types of
text – depending on one’s interests. Key concepts operationalised in the scale include the following:
f length, variety of texts and whether there are illustrations;
f types of text, from simple descriptions of people and places, through dierent types of narrative text, to
contemporary and classical writings in dierent genres;
f
topics, from everyday topics (for example hobbies, sports, leisure activities, animals) and concrete situations
to a full range of abstract and literary topics;
f type of language: from simple to stylistically complex;
f ease of reading: from guessing with the help of images, through reading with a large degree of indepen-
dence to appreciating the variety of texts;
f depth of understanding: from understanding in outline/the main points to understanding implicit as well
as explicit meaning.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 59
Reading as a leisure activity
C2
Can read virtually all forms of texts including classical or colloquial literary and non-literary texts in
dierent genres, appreciating subtle distinctions of style and implicit as well as explicit meaning.
C1
Can read and appreciate a variety of literary texts, provided they can reread certain sections and that they
can access reference tools if they wish.
Can read contemporary literary texts and non-ction produced in the standard form of the language or a
familiar variety with little diculty and with appreciation of implicit meanings and ideas.
B2
Can read for pleasure with a large degree of independence, adapting style and speed of reading to
dierent texts (e.g. magazines, more straightforward novels, history books, biographies, travelogues,
guides, lyrics, poems), using appropriate reference sources selectively.
Can read novels with a strong, narrative plot and that use straightforward, unelaborated language,
provided they can take their time and use a dictionary.
B1
Can read newspaper/magazine accounts of lms, books, concerts, etc. produced for a wider audience and
understand the main points.
Can understand simple poems and song lyrics provided these employ straightforward language and style.
Can understand descriptions of places, events, explicitly expressed feelings and perspectives in narratives,
guides and magazine articles that employ high frequency everyday language.
Can understand a travel diary mainly describing the events of a journey and the experiences and
discoveries of the writer.
Can follow the plot of stories, simple novels and comics with a clear linear storyline and high frequency
everyday language, given regular use of a dictionary.
A2
Can understand enough to read short, simple stories and comic strips involving familiar, concrete
situations described in high frequency everyday language.
Can understand the main points made in short magazine reports or guide entries that deal with concrete
everyday topics (e.g. hobbies, sports, leisure activities, animals).
Can understand short narratives and descriptions of someone’s life composed in simple language.
Can understand what is happening in a photo story (e.g. in a lifestyle magazine) and form an impression of
what the characters are like.
Can understand much of the information provided in a short description of a person (e.g. a celebrity).
Can understand the main point of a short article reporting an event that follows a predictable pattern (e.g.
the Oscars), provided it is composed clearly in simple language.
A1
Can understand short, illustrated narratives about everyday activities described in simple words.
Can understand in outline short texts in illustrated stories, provided the images help them to guess at a lot
of the content.
Pre-A1
No descriptors available
3.1.2. Reception strategies
In reception, understanding progresses through a combination of bottom-up/top-down processing and the
use of content and formal schemata in inferencing. One scale is provided for the inferencing strategies that this
involves. Key concepts operationalised in the scale include the following:
f exploiting illustrations, formatting, headings, subtitles, position in the text, etc.;
f deducing meaning from the co-text and linguistic context;
f
exploiting linguistic clues: from numbers and proper nouns, through word/sign roots, prexes and suxes,
temporal connectors and logical connectors, to skilled use of a variety of strategies.
Page 60 3 CEFR – Companion volume
Identifying cues and inferring (spoken, signed and written)
Identifying cues and inferring (spoken, signed and written)
C2
No descriptors available; see C1
C1
Is skilled at using contextual, grammatical and lexical cues to infer attitude, mood and intentions and
anticipate what will come next.
B2
Can use a variety of strategies to achieve comprehension, including watching out for main points and
checking comprehension by using contextual clues.
B1
Can exploit dierent types of connectors (numerical, temporal, logical) and the role of key paragraphs in
the overall organisation in order to better understand the argumentation in a text.
Can extrapolate the meaning of a section of a text by taking into account the text as a whole.
Can identify the meaning of unfamiliar words/signs from the context on topics related to their eld and
interests.
Can extrapolate the meaning of occasional unknown words/signs from the context and deduce sentence
meaning, provided the topic discussed is familiar.
Can make basic inferences or predictions about text content from headings, titles or headlines.
Can watch or listen to a short narrative and predict what will happen next.
Can follow a line of argumentation or the sequence of events in a story, by focusing on common logical
connectors (e.g. however, because) and temporal connectors (e.g. after that, beforehand).
Can deduce the probable meaning of unknown words/signs in a text by identifying their constituent parts
(e.g. identifying roots, lexical elements, suxes and prexes).
A2
Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type
to derive the probable meaning of unknown words/signs from the context.
Can exploit their recognition of known words/signs to deduce the meaning of unfamiliar words/signs in
short expressions used in routine everyday contexts.
Can exploit format, appearance and typographic features in order to identify the type of text: news story,
promotional text, article, textbook, chat or forum, etc.
Can exploit numbers, dates, names, proper nouns, etc. to identify the topic of a text.
Can deduce the meaning and function of unknown formulaic expressions from their position in a text (e.g.
at the beginning or end of a letter).
A1
Can deduce the meaning of an unknown word/sign for a concrete action or object, provided the
surrounding text is very simple, and on a familiar everyday subject.
Can guess the probable meaning of an unknown word/sign that is similar to one in the language they
normally use.
Pre-A1
Can deduce the meaning of a word/sign from an accompanying picture or icon.
3.2. PRODUCTION
Production includes speaking, signing and writing activities. Oral production is a “long turn”, which may involve
a short description or anecdote, or may imply a longer, more formal presentation. Productive activities have an
important function in many academic and professional elds (for example oral presentations, written studies
and reports – that may be transmitted in sign) and particular social value is attached to them. Judgments are
made about the linguistic quality of what has been submitted in writing or in a signed video, and about the
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 61
uency and articulateness of expression in real time, especially when addressing an audience. Ability in this more
formal production is not acquired naturally; it is a product of literacy learnt through education and experience. It
involves learning the expectations and conventions of the genre concerned. Production strategies are employed
to improve the quality of both informal and formal production. “Planning” is obviously more associated with formal
genres, but “Monitoring and compensating” for gaps in vocabulary or terminology are also quasi-automated
processes in natural language production.
Figure 12 – Production activities and strategies
Production
Production activities Production strategies
Oral
production
Written
production
Sustained monologue:
describing experience
Creative writing
Sustained monologue:
giving information
Reports and essays
Sustained monologue:
putting a case
Public announcements
Addressing audiences
Overall oral
production
Overall written
production
Planning
Compensating
Monitoring
and repair
3.2.1. Production activities
3.2.1.1. Oral production
The categories for oral production are organised in terms of three macro-functions (interpersonal, transactional,
evaluative), with two more specialised genres: “Addressing audiences” and “Public announcements”. “Sustained
monologue: describing experience” focuses mainly on descriptions and narratives while “Sustained monologue:
putting a case (e.g. in a debate)” describes the ability to sustain an argument, which may well be made in a long
turn in the context of normal conversation and discussion. “Sustained monologue: giving information” is a new
2018 scale, created by transferring certain descriptors from the scale for “Information exchange” that implied
monologue rather than dialogue.
Page 62 3 CEFR – Companion volume
Overall oral production
Overall oral production
C2
Can produce clear, smoothly owing, well-structured discourse with an eective logical structure which
helps the recipient to notice and remember signicant points.
C1
Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes,
developing particular points and rounding o with an appropriate conclusion.
B2
Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of
signicant points, and relevant supporting detail.
Can give clear, detailed descriptions and presentations on a wide range of subjects related to their eld of
interest, expanding and supporting ideas with subsidiary points and relevant examples.
B1
Can reasonably uently sustain a straightforward description of one of a variety of subjects within their
eld of interest, presenting it as a linear sequence of points.
A2
Can give a simple description or presentation of people, living or working conditions, daily routines. likes/
dislikes, etc. as a short series of simple phrases and sentences linked into a list.
A1
Can produce simple, mainly isolated phrases about people and places.
Pre-A1
Can produce short phrases about themselves, giving basic personal information (e.g. name, address, family,
nationality).
Sustained monologue: describing experience
This scale concerns narrative and description. It has many short descriptors from A1 to B1 reecting a relatively
direct link between communicative functions and the language used to express them. There is little or no
information about quality of language, for which one needs to consult the scales for communicative language
competences, which are relevant to spoken, signed and written modalities. Key concepts operationalised in the
scale include the following:
f aspects described, from simple everyday information (describe themselves, what they do and where they
live), through classic functions (for example, describe plans and arrangements, habits and routines, past
activities and personal experiences) and a wide range of subjects related to elds of interest, to detailed
descriptions of complex subjects;
f complexity of discourse: from simple words/signs, formulaic expressions and simple sentences or short
paragraphs, through relating as a sequence of points, to integrating sub-themes and developing particular
points in a smoothly owing description.
Sustained monologue: describing experience
C2
Can give clear, smoothly owing, elaborate and often memorable descriptions.
C1
Can give clear, detailed descriptions of complex subjects.
Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and
rounding them o with an appropriate conclusion.
B2
Can give clear, detailed descriptions on a wide range of subjects related to their eld of interest.
Can describe the personal signicance of events and experiences in detail.
B1
Can clearly express feelings about something experienced and give reasons to explain those feelings.
Can give straightforward descriptions on a variety of familiar subjects within their eld of interest.
Can reasonably uently relate a straightforward narrative or description as a sequence of points.
Can give detailed accounts of experiences, describing feelings and reactions.
Can relate details of unpredictable occurrences, e.g. an accident.
Can relate the plot of a book or lm and describe their reactions.
Can describe dreams, hopes and ambitions.
Can describe events, real or imagined.
Can narrate a story.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 63
Sustained monologue: describing experience
A2
Can tell a story or describe something in a simple list of points.
Can describe everyday aspects of their environment, e.g. people, places, a job or study experience.
Can give short, basic descriptions of events and activities.
Can describe plans and arrangements, habits and routines, past activities and personal experiences.
Can use simple descriptive language to make brief statements about and compare objects and
possessions.
Can explain what they like or dislike about something.
Can describe their family, living conditions, educational background, present or most recent job.
Can describe people, places and possessions in simple terms.
Can express what they are good at and not so good at (e.g. sports, games, skills, subjects).
Can briey describe what they plan to do at the weekend or during the holidays.
A1
Can describe themselves, what they do and where they live.
Can describe simple aspects of their everyday life in a series of simple sentences, using simple words/signs
and basic phrases, provided they can prepare in advance.
Pre-A1
Can describe themselves (e.g. name, age, family), using simple words/signs and formulaic expressions,
provided they can prepare in advance.
Can express how they are feeling using simple adjectives like “happy” or “tired”, accompanied by body
language.
Sustained monologue: giving information
Sustained monologue: giving information is a new scale concerned with explaining information to a recipient
in a long turn. Although the recipient may well interrupt to ask for repetition and clarication, the information
is clearly unidirectional; it is not an exchange. Key concepts operationalised in the scale include the following:
f type of information: from a simple description of an object, or directions, through straightforward factual
information on a familiar topic, to complex professional or academic procedures;
f
degree of precision: from simple descriptions, through explaining the main points with reasonable precision
and communicating detailed information reliably, to making clear distinctions between ideas, concepts
and things that closely resemble one another.
Sustained monologue: giving information
C2
No descriptors available; see C1
C1
Can communicate clearly detailed distinctions between ideas, concepts and things that closely resemble
one other.
Can give instructions on carrying out a series of complex professional or academic procedures.
B2
Can communicate complex information and advice on the full range of matters related to their
occupational role.
Can communicate detailed information reliably.
Can give a clear, detailed description of how to carry out a procedure.
B1
Can explain the main points in an idea or problem with reasonable precision.
Can describe how to do something, giving detailed instructions.
Can report straightforward factual information on a familiar topic, for example to indicate the nature of a
problem or to give detailed directions, provided they can prepare beforehand.
A2
Can give simple directions on how to get from X to Y, using basic expressions such as “turn right” and “go
straight”, along with sequential connectors such as “rst”, “then” and “next”.
A1
Can name an object and indicate its shape and colour while showing it to others using basic words/signs,
phrases and formulaic expressions, provided they can prepare in advance.
Pre-A1
No descriptors available
Page 64 3 CEFR – Companion volume
Sustained monologue: putting a case (e.g. in a debate)
This scale describes the ability to sustain an argument. The descriptors published in 2001 were bunched at
B2, where this ability is a salient concept. Descriptors have now been added for more levels. Key concepts
operationalised in the scale include the following:
f topics: from what they like or dislike about something, through opinions on subjects relating to everyday
life, to topical issues and complex issues;
f
manner of arguing: from making simple, direct comparisons, through expanding and supporting viewpoints
at some length while developing an argument systematically, to taking into account the interlocutor’s
perspective and employing emphasis eectively;
f manner of formulation: from presenting an idea in simple terms to highlighting signicant points appro-
priately and formulating points precisely in well-structured language.
Sustained monologue: putting a case (e.g. in a debate)
C2
No descriptors available; see C1
C1
Can argue a case on a complex issue, formulating points precisely and employing emphasis eectively.
Can develop an argument systematically in well-structured language, taking into account the interlocutor’s
perspective, highlighting signicant points with supporting examples and concluding appropriately.
B2
Can develop an argument systematically with appropriate highlighting of signicant points, and relevant
supporting detail.
Can develop a clear argument, expanding and supporting their points of view at some length with
subsidiary points and relevant examples.
Can construct a chain of reasoned argument.
Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
B1
Can develop an argument well enough to be followed without diculty most of the time.
Can give simple reasons to justify a viewpoint on a familiar topic.
Can express opinions on subjects relating to everyday life, using simple expressions.
Can briey give reasons and explanations for opinions, plans and actions.
Can explain whether or not they approve of what someone has done and give reasons to justify this
opinion.
A2
Can explain what they like or dislike about something, why they prefer one thing to another, making
simple, direct comparisons.
Can present their opinion in simple terms, provided interlocutors are patient.
A1
No descriptors available
Pre-A1
No descriptors available
Public announcements
Public announcements are a very specialised way of passing important information to a group of people, perhaps
in a private capacity (for example at a wedding), perhaps while organising an event or outing, or in the manner
of air cabin sta. Key concepts operationalised in the scale include the following:
f type of content: from predictable, learnt content to announcements on a range of topics;
f intelligibility: from a delivery that recipients will have to concentrate on to follow, to eective use of pro-
sodic cues
41
in order to convey ner shades of meaning precisely;
f
need for preparation: from very short, rehearsed announcements to spontaneous and almost eortless uency.
41. Prosodic cues are, for example, stress and intonation for spoken languages, and non-manual elements for sign languages.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 65
Public announcements
C2
No descriptors available; see C1
C1
Can deliver announcements uently, almost eortlessly, using stress and intonation to convey ner shades
of meaning precisely.
B2
Can deliver announcements on most general topics with a degree of clarity, uency and spontaneity which
causes no strain or inconvenience to the recipient.
B1
Can deliver short, rehearsed announcements on a topic pertinent to everyday occurrences in their eld
which, despite possible problems with stress and intonation (= non-manuals in a sign language), are
nevertheless clearly intelligible.
A2
Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to
recipients who are prepared to concentrate.
A1
No descriptors available
Pre-A1
No descriptors available
Addressing audiences
This scale involves giving an oral presentation at a public event, in a meeting, seminar or class. Although the
talk is clearly prepared, it is not usually read word for word/sign for sign. Nowadays it is conventional to use
visual aids like PowerPoint, but this need not be the case. After a presentation, it is customary to take questions
spontaneously, answering in a short monologue, so this is included in the descriptors as well. Key concepts
operationalised in the scale include the following:
f
type of address: from a very short, rehearsed statement, through a prepared, straightforward presentation
on a familiar topic within their eld, to a well-structured presentation on a complex subject given to an
audience unfamiliar with it;
f consideration of the audience: there is no comment at the A levels, but from B1 the progression goes from
being clear enough to be followed without diculty most of the time, to structuring and adapting the talk
exibly to meet the needs of the audience;
f ability to handle questions: from answering straightforward questions with some help, through taking a
series of follow-up questions uently and spontaneously, to handling dicult and even hostile questioning.
Addressing audiences
C2
Can present a complex topic condently and articulately to an audience unfamiliar with it, structuring and
adapting the talk exibly to meet the audience’s needs.
Can handle dicult and even hostile questioning.
C1
Can give a clear, well-structured presentation on a complex subject, expanding and supporting points of
view at some length with subsidiary points, reasons and relevant examples.
Can structure a longer presentation appropriately in order to help the audience follow the sequence of
ideas and understand the overall argumentation.
Can speculate or hypothesise in presenting a complex subject, comparing and evaluating alternative
proposals and arguments.
Can handle interjections well, responding spontaneously and almost eortlessly.
B2
Can give a clear, systematically developed presentation, with highlighting of signicant points, and
relevant supporting detail.
Can depart spontaneously from a prepared text and follow up interesting points raised by members of the
audience, often showing remarkable uency and ease of expression.
Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view
and giving the advantages and disadvantages of various options.
Can take a series of follow-up questions with a degree of uency and spontaneity which poses no strain for
either themselves or the audience.
Page 66 3 CEFR – Companion volume
Addressing audiences
B1
Can give a prepared presentation on a familiar topic within their eld, outlining similarities and dierences
(e.g. between products, countries/regions, plans).
Can give a prepared straightforward presentation on a familiar topic within their eld which is clear
enough to be followed without diculty most of the time, and in which the main points are explained with
reasonable precision.
Can take follow-up questions, but may have to ask for repetition if the delivery is rapid.
A2
Can give a short, rehearsed presentation on a topic pertinent to their everyday life, and briey give reasons
and explanations for opinions, plans and actions.
Can cope with a limited number of straightforward follow-up questions.
Can give a short, rehearsed, basic presentation on a familiar subject.
Can answer straightforward follow-up questions if they can ask for repetition and if some help with the
formulation of their reply is possible.
A1
Can use a very short prepared text to deliver a rehearsed statement (e.g. to formally introduce someone, to
propose a toast).
Pre-A1
No descriptors available
3.2.1.2. Written production
In the categories for written production, the macro-functions “transactional language use” and “evaluative language
use” are not separated because they are normally interwoven (“Reading for information and argument” also
combined these two aspects). “Creative writing” is the equivalent of “Sustained monologue: describing experience”,
and focuses on description and narrative. As an alternative to writing, signers sometimes produce and send a video.
42
Overall written production
Overall written production
C2
Can produce clear, smoothly owing, complex texts in an appropriate and eective style and a logical
structure which helps the reader identify signicant points.
C1
Can produce clear, well-structured texts of complex subjects, underlining the relevant salient issues,
expanding and supporting points of view at some length with subsidiary points, reasons and relevant
examples, and rounding o with an appropriate conclusion.
Can employ the structure and conventions of a variety of genres, varying the tone, style and register
according to addressee, text type and theme.
B2
Can produce clear, detailed texts on a variety of subjects related to their eld of interest, synthesising and
evaluating information and arguments from a number of sources.
B1
Can produce straightforward connected texts on a range of familiar subjects within their eld of interest,
by linking a series of shorter discrete elements into a linear sequence.
A2
Can produce a series of simple phrases and sentences linked with simple connectors like “and”, “but” and
“because”.
A1
Can give information about matters of personal relevance (e.g. likes and dislikes, family, pets) using simple
words/signs and basic expressions.
Can produce simple isolated phrases and sentences.
Pre-A1
Can give basic personal information (e.g. name, address, nationality), perhaps with the use of a dictionary.
42. The production of formal, signed texts on video is becoming increasingly common. The number of students in the primary, secondary
and tertiary education who submit video-recorded assignments in a sign language has been rising rapidly. There are nowadays a
number of MA and doctoral dissertations as well as other publications in various genres (e.g. storybooks, textbooks) produced in sign
languages. Videoed statements, press releases and public announcements in sign are also increasingly common.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 67
Creative writing
This scale involves personal, imaginative expression in a variety of text types in written and signed modalities.
Key concepts operationalised in the scale include the following:
f
aspects described, from simple everyday information, through a variety of subjects related to elds of
interest, to engaging stories and descriptions of experience;
f types of text: from diary entries and short, imaginary biographies and simple poems to well-structured
and developed descriptions and imaginative texts;
f complexity of discourse: from simple words/signs and phrases, through clear connected text, to following
established conventions of the genre concerned in clear, well-structured, smoothly owing text;
f use of language: from basic vocabulary and simple sentences to an assured, personal, natural style appro-
priate to both the genre adopted and the reader.
Creative writing
C2
Can relate clear, smoothly owing and engaging stories and descriptions of experience in a style
appropriate to the genre adopted.
Can exploit idiom and humour appropriately to enhance the impact of the text.
C1
Can produce clear, detailed, well-structured and developed descriptions and imaginative texts in an
assured, personal, natural style appropriate to the reader in mind.
Can incorporate idiom and humour, though use of the latter is not always appropriate.
Can give a detailed critical review of cultural events (e.g. plays, lms, concerts) or literary works.
B2
Can give clear, detailed descriptions of real or imaginary events and experiences marking the relationship
between ideas in clear connected text, and following established conventions of the genre concerned.
Can give clear, detailed descriptions on a variety of subjects related to their eld of interest.
Can give a review of a lm, book or play.
B1
Can clearly signal chronological sequence in narrative text.
Can give a simple review of a lm, book or TV programme using a limited range of language.
Can give straightforward, detailed descriptions on a range of familiar subjects within their eld of interest.
Can give accounts of experiences, describing feelings and reactions in simple, connected text.
Can give a description of an event, a recent trip – real or imagined.
Can narrate a story.
A2
Can describe everyday aspects of their environment e.g. people, places, a job or study experience in linked
sentences.
Can give very short, basic descriptions of events, past activities and personal experiences.
Can tell a simple story (e.g. about events on a holiday or about life in the distant future).
Can produce a series of simple phrases and sentences about their family, living conditions, educational
background, or present or most recent job.
Can create short, simple imaginary biographies and simple poems about people.
Can create diary entries that describe activities (e.g. daily routine, outings, sports, hobbies), people and
places, using basic, concrete vocabulary and simple phrases and sentences with simple connectives like
“and”, “but” and “because”.
Can compose an introduction to a story or continue a story, provided they can consult a dictionary and
references (e.g. tables of verb tenses in a course book).
A1
Can produce simple phrases and sentences about themselves and imaginary people, where they live and
what they do.
Can describe in very simple language what a room looks like.
Can use simple words/signs and phrases to describe certain everyday objects (e.g. the colour of a car,
whether it is big or small).
Pre-A1
No descriptors available
Page 68 3 CEFR – Companion volume
Reports and essays
This scale covers more formal types of transactional and evaluative writing and signed production. Key concepts
operationalised in the scale include the following:
f content: from familiar subjects of interest and routine factual information to complex academic and pro-
fessional topics, distinguishing one’s own viewpoints from those in the sources;
f types of text: from short reports and posters to complex texts that present a case, or provide critical ap-
preciation of proposals or literary works;
f complexity of discourse: from linking sentences with simple connectors to smoothly owing expositions
with eective logical structure.
Reports and essays
C2
Can produce clear, smoothly owing, complex reports, articles or essays which present a case, or give
critical appreciation of proposals or literary works.
Can provide an appropriate and eective logical structure which helps the reader identify signicant
points.
Can set out multiple perspectives on complex academic or professional topics, clearly distinguishing their
own ideas and opinions from those in the sources.
C1
Can produce clear, well-structured expositions of complex subjects, underlining the relevant salient issues.
Can expand and support points of view at some length with subsidiary points, reasons and relevant
examples.
Can produce a suitable introduction and conclusion to a longer report, article or dissertation on a
complex academic or professional topic provided the topic is within their eld of interest and there are
opportunities for redrafting and revision.
B2
Can produce an essay or report which develops an argument systematically with appropriate highlighting
of signicant points and relevant supporting detail.
Can produce a detailed description of a complex process.
Can evaluate dierent ideas or solutions to a problem.
Can produce an essay or report which develops an argument, giving reasons in support of or against a
particular point of view and explaining the advantages and disadvantages of various options.
Can synthesise information and arguments from a number of sources.
B1
Can produce short, simple essays on topics of interest.
Can produce a text on a topical subject of personal interest, using simple language to list advantages and
disadvantages, and give and justify their opinion.
Can summarise, report and give their opinion about accumulated factual information on familiar routine
and non-routine matters within their eld with some condence.
Can produce very brief reports in a standard conventionalised format, which pass on routine factual
information and state reasons for actions.
Can present a topic in a short report or poster, using photographs and short blocks of text.
A2
Can produce simple texts on familiar subjects of interest, linking sentences with connectors like “and”,
“because” or “then”.
Can give their impressions and opinions about topics of personal interest (e.g. lifestyles and culture,
stories), using basic everyday vocabulary and expressions.
A1
No descriptors available
Pre-A1
No descriptors available
3.2.2. Production strategies
Communication strategies are presented in the CEFR in relation to the classic approach to strategies in interlanguage
communication: planning, execution, monitoring and repair. For production strategies, the execution strategy for
which an illustrative scale is oered is “Compensating”. Before the appearance of the CEFR, this tended to be the
main communication strategy taken into consideration. Monitoring and repair are then combined into one scale.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 69
Planning
This scale is concerned with mental preparation before speaking, signing or writing. It can involve thinking
consciously about what to say and how to formulate it; it can also involve rehearsal or the preparation of drafts.
Key concepts operationalised in the scale include the following:
f working out how to express the point that needs to be transmitted, and perhaps rehearsing expression;
f considering how recipients may react to what is said.
Planning
C2
No descriptors available; see C1
C1
Can, when preparing a more formal text, consciously adopt the conventions linked to the particular type of
text concerned (e.g. structure, level of formality).
B2
Can, in preparing for a potentially complicated or awkward situation, plan what to say in the event of
dierent reactions, reecting on what expression would be appropriate.
Can plan what is to be said and the means to say it, considering the eect on the recipient(s).
B1
Can rehearse and try out new combinations and expressions, inviting feedback.
Can work out how to communicate the main point(s) they want to get across, exploiting any resources
available and limiting the message to what they can recall or nd the means to express.
A2
Can recall and rehearse an appropriate set of phrases from their repertoire.
A1
No descriptors available
Pre-A1
No descriptors available
Compensating
Compensating is a strategy for maintaining communication when one cannot think of the appropriate expression.
Key concepts operationalised in the scale include the following:
f accompanying gestures to support language;
f deliberately using a “wrong” word/sign and qualifying it;
f dening the missing concept;
f paraphrase (circumlocution) and the extent to which such paraphrasing is evident.
Compensating
C2
Can substitute an equivalent term for a word/sign they can’t recall, so smoothly that it is scarcely
noticeable.
C1
Can exploit their range of vocabulary options creatively so as to readily and eectively use circumlocution
in almost all situations.
B2
Can use circumlocution and paraphrase to cover gaps in vocabulary and structure.
Can address most communication problems by using circumlocution, or by avoiding dicult expressions.
B1
Can dene the features of something concrete for which they can’t remember the word/sign.
Can convey meaning by qualifying a word/sign meaning something similar (e.g. a truck for people = bus).
Can use a simple word/sign meaning something similar to the concept they want to convey and invite
“correction”.
Can “foreignise” word/signs in their rst language and ask for conrmation.
A2
Can use an inadequate word/sign from their repertoire and use gestures to clarify what they mean.
Can identify what they mean by pointing to it (e.g. “I’d like this, please”).
A1
Can use gestures to support simple words/signs in expressing a need.
Pre-A1
Can point to something and ask what it is.
Page 70 3 CEFR – Companion volume
Monitoring and repair
This scale covers both (a) the spontaneous realisation that one has made a slip or run into a problem and (b)
the more conscious and perhaps planned process of going back over what has been said and checking it for
correctness and appropriateness. Key concepts operationalised in the scale include the following:
f changing tack and using a dierent tactic – very obviously at A levels, very smoothly at C levels;
f self-correcting slips, errors and “favourite mistakes”;
f the extent to which a communication problem must be evident before repair is undertaken.
Monitoring and repair
C2
Can backtrack and restructure around a diculty so smoothly that the interlocutor is hardly aware of it.
C1
Can backtrack when they encounter a diculty and reformulate what they want to say without fully
interrupting the ow of language.
Can self-correct with a high degree of eectiveness.
B2
Can often retrospectively self-correct their occasional “slips” or non-systematic errors and minor aws in
sentence structure.
Can correct slips and errors that they become conscious of, or that have led to misunderstandings.
Can make a note of their recurring mistakes and consciously monitor for them.
B1
Can correct mix-ups with the marking of time or expressions that lead to misunderstandings, provided the
interlocutor indicates there is a problem.
Can ask for conrmation that a form used is correct.
Can start again using a dierent tactic when communication breaks down.
A2
No descriptors available
A1
No descriptors available
Pre-A1
No descriptors available
3.3. INTERACTION
Interaction, which involves two or more parties co-constructing discourse, is central in the CEFR scheme of
language use summarised at the start of this document. Interpersonal interaction is considered to be the origin
of language, with interpersonal, collaborative and transactional functions. Production in the form of storytelling
can be considered a further development in oracy and eventually literacy.
Interaction is also fundamental in learning. The CEFR scales for interaction strategies reect this with scales for
turntaking, co-operating (= collaborative strategies) and asking for clarication. These basic interaction strategies
are as important in collaborative learning as they are in real-world communication. The majority of the scales
for interaction concern oral interaction. When the CEFR was developed, the notion of written interaction did
not meet with universal recognition and was not highly developed as a result. With hindsight, one can see that
written interaction (= writing much as you would speak, in a slowed-down dialogue) has taken an increasingly
signicant role over the past 20 years. Rather than further develop that category, however, the new category of
online interaction has been developed.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 71
Figure 13 – Interaction activities and strategies
Interaction
Interaction
activities
Interaction
strategies
Written
interaction
Correspondence
Oral
interaction
Online
interaction
Understanding
an interlocutor
Obtaining goods
and services
Goal-oriented online
transactions and
collaboration
Conversation
Information exchange
Informal discussion
Interviewing and
being interviewed
Formal discussion
Using
telecommunications
Overall written
interaction
Notes, messages
and forms
Overall oral
interaction
Goal-oriented
co-operation
Online conversation
and discussion
Turntaking
Co-operating
Asking for clarication
3.3.1. Interaction activities
3.3.1.1. Oral interaction
Oral interaction is understood to include both spoken interaction and live, face-to-face signing. The scales are
once again organised by the three macro-functions “interpersonal”, “transactional” and “evaluative”, with certain
specialised genres added on. The scales begin with “Understanding an interlocutor”. “Interlocutor” is a somewhat
technical term that means the person with whom one is conversing directly in a dialogue. As mentioned before,
the metaphor behind the scales for oral comprehension is that of a series of concentric circles. Here we are at
the centre of those circles: the user/learner is actively involved in an interaction with the interlocutor.
The other scales then follow:
f interpersonal: “Conversation”;
f
evaluative: “Informal discussion (with friends)”; “Formal discussion (meetings)”, “Goal-oriented collaboration”;
f
transactional: “Information exchange”, “Obtaining goods and services”, “Interviewing and being interviewed”,
and “Using telecommunications”.
Page 72 3 CEFR – Companion volume
Overall oral interaction
Overall oral interaction
C2
Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of
meaning. Can convey ner shades of meaning precisely by using, with reasonable accuracy, a wide range
of modication devices. Can backtrack and restructure around a diculty so smoothly that the interlocutor
is hardly aware of it.
C1
Can express themselves uently and spontaneously, almost eortlessly. Has a good command of a broad
lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious
searching for expressions or avoidance strategies; only a conceptually dicult subject can hinder a natural,
smooth ow of language.
B2
Can use the language uently, accurately and eectively on a wide range of general, academic, vocational
or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with
good grammatical control without much sign of having to restrict what they want to say, adopting a level
of formality appropriate to the circumstances.
Can interact with a degree of uency and spontaneity that makes regular interaction, and sustained
relationships with users of the target language, quite possible without imposing strain on either party. Can
highlight the personal signicance of events and experiences, and account for and sustain views clearly by
providing relevant explanations and arguments.
B1
Can communicate with some condence on familiar routine and non-routine matters related to their
interests and professional eld. Can exchange, check and conrm information, deal with less routine
situations and explain why something is a problem. Can express thoughts on more abstract, cultural topics
such as lms, books, music, etc.
Can exploit a wide range of simple language to deal with most situations likely to arise while travelling.
Can enter unprepared into conversation on familiar topics, and express personal opinions and exchange
information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family,
hobbies, work, travel and current events).
A2
Can interact with reasonable ease in structured situations and short conversations, provided the other
person helps if necessary. Can manage simple, routine exchanges without undue eort; can ask and
answer questions and exchange ideas and information on familiar topics in predictable everyday
situations.
Can communicate in simple and routine tasks requiring a simple and direct exchange of information on
familiar and routine matters to do with work and free time. Can handle very short social exchanges but is
rarely able to understand enough to keep conversation going of their own accord.
A1
Can interact in a simple way but communication is totally dependent on repetition at a slower rate,
rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in
areas of immediate need or on very familiar topics.
Pre-A1
Can ask and answer questions about themselves and daily routines, using short, formulaic expressions and
relying on gestures to reinforce the information.
Understanding an interlocutor
This scale concerns understanding a person with whom you are conversing directly in an interaction, with the
possibility of negotiating meaning. Key concepts operationalised in the scale include the following:
f topic and setting: from personal details and everyday needs to complex and abstract topics of a specialist
nature;
f type of delivery by the interlocutor: from careful and slow to standard language and less familiar varieties;
f
degree of accommodation by the interlocutor: from sympathetic repetition and taking the trouble to help,
to just conrming details if the accent is less familiar.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 73
Understanding an interlocutor
C2
Can understand any interlocutor, even on abstract and complex topics of a specialist nature beyond their
own eld, given an opportunity to adjust to a less familiar variety.
C1
Can understand an interlocutor in detail on abstract and complex topics of a specialist nature beyond their
own eld, though they may need to conrm occasional details, especially if the variety is unfamiliar.
B2
Can understand in detail what is said to them in the standard language or a familiar variety even in a
[audially/visually] noisy environment.
B1
Can follow clearly articulated speech/sign directed at them in everyday conversation, though will
sometimes have to ask for repetition of particular words/signs and phrases.
A2
Can understand enough to manage simple, routine exchanges without undue eort.
Can generally understand clear, standard speech/sign on familiar matters directed at them, provided they
can ask for repetition or reformulation from time to time.
Can understand what is said clearly, slowly and directly to them in simple everyday conversation; can be
made to understand, if the interlocutor can take the trouble.
A1
Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type,
delivered directly to them clearly and slowly, with repetition, by a sympathetic interlocutor.
Can understand questions and instructions addressed carefully and slowly to them and follow short,
simple directions.
Pre-A1
Can understand simple questions that directly concern them (e.g. name, age and address), if the person is
asking slowly and clearly.
Can understand simple personal information (e.g. name, age, place of residence, origin) when other people
introduce themselves slowly and clearly, directly to them, and can understand questions on this theme
addressed to them, though the questions may need to be repeated.
Can understand a number of familiar words/signs and recognise key information (e.g. numbers, prices,
dates and days of the week), provided the delivery is very slow, with repetition if necessary.
Conversation
This scale concerns interaction with a primarily social function: the establishment and maintenance of personal
relationships. Key concepts operationalised in the scale include the following:
f
setting: from short exchanges, through maintaining a conversation and sustaining relationships, to exible
use for social purposes;
f topics: from personal news, through familiar topics of personal interest, to most general topics;
f
language functions: from greetings, etc., through oers, invitations and permission, to degrees of emotion
and allusive, joking usage.
Conversation
C2
Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a full
social and personal life.
C1
Can use language exibly and eectively for social purposes, including emotional, allusive and joking
usage.
B2
Can establish a relationship with interlocutors through sympathetic questioning and expressions of
agreement plus, if appropriate, comments about third parties or shared conditions.
Can indicate reservations and reluctance, state conditions when agreeing to requests or granting
permission, and ask for understanding of their own position.
Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a
[audially/visually] noisy environment.
Can sustain relationships with users of the target language without unintentionally amusing or irritating
them or requiring them to behave other than they would with another procient language user.
Can convey degrees of emotion and highlight the personal signicance of events and experiences.
Page 74 3 CEFR – Companion volume
Conversation
B1
Can start up a conversation and help keep it going by asking people relatively spontaneous questions
about a special experience or event, expressing reactions and opinions on familiar subjects.
Can have relatively long conversations on subjects of common interest, provided the interlocutor makes an
eort to support understanding.
Can enter unprepared into conversations on familiar topics.
Can follow clearly articulated language directed at them in everyday conversation, though will sometimes
have to ask for repetition of particular words/signs.
Can maintain a conversation or discussion but may sometimes be dicult to follow when trying to express
exactly what they would like to.
Can express and respond to feelings such as surprise, happiness, sadness, interest and indierence.
A2
Can establish social contact (e.g. greetings and farewells, introductions, giving thanks).
Can generally understand clear, standard language on familiar matters directed at them, provided they can
ask for repetition or reformulation from time to time.
Can participate in short conversations in routine contexts on topics of interest.
Can express how they feel in simple terms, and express thanks.
Can ask for a favour (e.g. to borrow something), can oer a favour, and can respond if someone asks them
to do a favour for them.
Can handle very short social exchanges but is rarely able to understand enough to keep conversation
going of their own accord, though they can be made to understand if the interlocutor will take the trouble.
Can use simple, everyday, polite forms of greeting and address.
Can converse in simple language with peers, colleagues or members of a host family, asking questions and
understanding answers relating to most routine matters.
Can make and respond to invitations, suggestions and apologies.
Can express how they are feeling, using very basic stock expressions.
Can state what they like and dislike.
A1
Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type,
delivered directly to them in clear, slow and repeated language by a sympathetic interlocutor.
Can take part in a simple conversation of a basic factual nature on a predictable topic (e.g. their home
country, family, school).
Can make an introduction and use basic greeting and leave-taking expressions.
Can ask how people are and react to news.
Pre-A1
Can understand and use basic, formulaic expressions such as “Yes”, “No”, “Excuse me”, “Please”, “Thank you”,
“No thank you”, “Sorry”.
Can recognise simple greetings.
Can greet people, state their name and take leave in a simple way.
Informal discussion (with friends)
This scale includes aspects of both the interpersonal and evaluative use of language, since these tend to be
interwoven in everyday interaction. Key concepts operationalised in the scale include the following:
f
topics: from what to do and where to go, to abstract, complex and even unfamiliar topics and sensitive issues;
f ability to follow the discussion: from identifying the topic, through following the main points, to keeping
up with animated discussion and understanding colloquial references;
f language functions: from discussing and (dis)agreeing in a limited way to expressing ideas with precision
and dealing diplomatically with disagreement and criticism.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 75
Informal discussion (with friends)
C2
Can advise on or discuss sensitive issues without awkwardness, understanding colloquial references and
dealing diplomatically with disagreement and criticism.
C1
Can easily follow and contribute to complex interactions between third parties in group discussion even on
abstract, complex unfamiliar topics.
B2
Can keep up with an animated discussion between procient users of the target language.
Can express their ideas and opinions with precision, and present and respond to complex lines of
argument convincingly.
Can take an active part in informal discussion in familiar contexts, commenting, putting a point of view
clearly, evaluating alternative proposals and making and responding to hypotheses.
Can with some eort catch much of what is said around them in discussion, but may nd it dicult to
participate eectively in discussion with several users of the target language who do not modify their
language in any way.
Can account for and sustain their opinions in discussion by providing relevant explanations, arguments
and comments.
B1
Can follow much of what is said around them on general topics, provided interlocutors avoid very
idiomatic usage and articulate clearly.
Can express their thoughts about abstract or cultural topics such as music or lms.
Can explain why something is a problem.
Can give brief comments on the views of others.
Can compare and contrast alternatives, discussing what to do, where to go, who or which to choose, etc.
Can generally follow the main points in an informal discussion with friends provided they articulate clearly
in standard language or a familiar variety.
Can give or seek personal views and opinions in discussing topics of interest.
Can make their opinions and reactions understood as regards solutions to problems or practical questions
of where to go, what to do, or how to organise an event (e.g. an outing).
Can express beliefs, opinions and agreement and disagreement politely.
A2
Can generally identify the topic of discussion around them when it is conducted slowly and clearly.
Can exchange opinions and compare things and people using simple language.
Can discuss what to do in the evening or at the weekend.
Can make and respond to suggestions.
Can agree and disagree with others.
Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly.
Can discuss what to do, where to go and make arrangements to meet.
Can express opinions in a limited way.
A1
Can exchange likes and dislikes for sports, foods, etc., using a limited repertoire of expressions, when
addressed clearly, slowly and directly.
Pre-A1
No descriptors available
Formal discussion (meetings)
This scale is concerned with more formal discussion, mainly in a professional or academic context. Key concepts
operationalised in the scale are very similar to those in informal discussion, but also include the following:
f
type of meeting and topics: from exchanges on practical problems to discussion of abstract, complex,
unfamiliar issues;
f ability to follow the discussion: from needing repetition and clarication to understanding points given
prominence and keeping up with animated debate;
f ability to contribute: from needing to rehearse and get help with formulation to probing, evaluating and
challenging the contributions of others and arguing one’s own position convincingly.
Page 76 3 CEFR – Companion volume
Formal discussion (meetings)
C2
Can hold their own in formal discussion of complex issues, putting an articulate and persuasive argument,
at no disadvantage to other participants.
Can advise on/handle complex, delicate or contentious issues, provided they have the necessary
specialised knowledge.
Can deal with hostile questioning condently, hold on to the turn and diplomatically rebut
counter-arguments.
C1
Can easily keep up with the debate, even on abstract, complex, unfamiliar topics.
Can argue a formal position convincingly, responding to questions and comments and answering complex
lines of counter-argument uently, spontaneously and appropriately.
Can restate, evaluate and challenge contributions from other participants about matters within their
academic or professional competence.
Can make critical remarks or express disagreement diplomatically.
Can follow up questions by probing for more detail and can reformulate questions if these are
misunderstood.
B2
Can keep up with an animated discussion, identifying accurately arguments supporting and opposing
points of view.
Can use appropriate technical terminology when discussing their area of specialisation with other
specialists.
Can express their ideas and opinions with precision, and present and respond to complex lines of
argument convincingly.
Can participate actively in routine and non-routine formal discussion.
Can follow the discussion on matters related to their eld, understand in detail the points given
prominence.
Can contribute, account for and sustain their opinion, evaluate alternative proposals and make and
respond to hypotheses.
B1
Can follow much of what is said that is related to their eld, provided interlocutors avoid very idiomatic
usage and articulate clearly.
Can put over a point of view clearly, but has diculty engaging in debate.
Can take part in routine formal discussion of familiar subjects which is clearly articulated in the standard
form of the language or a familiar variety and which involves the exchange of factual information, receiving
instructions or the discussion of solutions to practical problems.
Can follow argumentation and discussion on a familiar or predictable topic, provided the points are made
in relatively simple language and/or repeated, and opportunity is given for clarication.
A2
Can generally follow changes of topic in formal discussion related to their eld which is conducted slowly
and clearly.
Can exchange relevant information and give their opinion on practical problems when asked directly,
provided they receive some help with formulation and can ask for repetition of key points if necessary.
Can express what they think about things when addressed directly in a formal meeting, provided they can
ask for repetition of key points if necessary.
A1
No descriptors available
Pre-A1
No descriptors available
Goal-oriented co-operation
This scale concerns collaborative, task-focused work, which is a daily occurrence in real life, especially in professional
contexts. As with the conversation and discussion scales, this scale includes similar descriptors on the ability to
follow discussion. Key concepts operationalised in the scale include the following:
f
following the discussion: from understanding simple instructions explained directly to them to understanding
detailed instructions reliably;
f
active contribution to the work: from simply asking for things and giving things to speculating about causes
and consequences and organising the entire task.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 77
Goal-oriented co-operation (cooking together, discussing
a document, organising an event, etc.)
C2
No descriptors available; see C1
C1
Can frame a discussion to decide on a course of action with a partner or group, reporting on what others
have said, and summarising, elaborating and weighing up multiple points of view.
B2
Can understand detailed instructions reliably.
Can help along the progress of the work by inviting others to join in, express what they think, etc.
Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing
advantages and disadvantages of dierent approaches.
B1
Can follow what is said, though they may occasionally have to ask for repetition or clarication if the
discussion is rapid or extended.
Can explain why something is a problem, discuss what to do next, and compare and contrast alternatives.
Can give brief comments on the views of others.
Can generally follow what is said and, when necessary, repeat back part of what someone has said to
conrm mutual understanding.
Can make their opinions and reactions understood as regards possible solutions or the question of what to
do next, giving brief reasons and explanations.
Can invite others to give their views on how to proceed.
A2
Can understand enough to manage simple, routine tasks without undue eort, asking very simply for
repetition when they do not understand.
Can discuss what to do next, making and responding to suggestions, and asking for and giving directions.
Can indicate when they are following and can be made to understand what is necessary, if the interlocutor
takes the trouble.
Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get
simple information and to discuss what to do next.
A1
Can understand questions and instructions addressed carefully and slowly to them and follow short,
simple directions.
Can act on basic instructions that involve times, locations, numbers, etc.
Can ask people for things, and give people things.
Pre-A1
No descriptors available
Obtaining goods and services
This scale mainly concerns service encounters in restaurants, shops, banks, etc. Eectively making a complaint
appears at B1, and above this level the scale focuses on following up a complaint or problem and negotiating
a solution. Key concepts operationalised in the scale include the following:
f types of situation: from simple everyday transactions to disputes about responsibility and sensitive tran-
sactions in public, professional or academic life;
f getting service: from asking for food and drink to asking detailed questions about more complex services;
f demanding satisfaction: from making a complaint (B1) to negotiating a solution to a dispute or a sensitive
transaction.
Page 78 3 CEFR – Companion volume
Obtaining goods and services
C2
No descriptors available; see C1
C1
Can negotiate complex or sensitive transactions in public, professional or academic life.
B2
Can cope linguistically to negotiate a solution to a dispute like an undeserved trac ticket, nancial
responsibility for damage in a at, or blame regarding an accident.
Can outline a case for compensation, using persuasive language to demand satisfaction and state clearly
the limits to any concession they are prepared to make.
Can state requirements and ask detailed questions regarding more complex services, e.g. rental
agreements.
Can explain a problem which has arisen and make it clear that the provider of the service/customer must
make a concession.
B1
Can deal with most transactions likely to arise while travelling, arranging travel or accommodation, or
dealing with authorities during a foreign visit.
Can ask in a shop for an explanation of the dierence between two or more products serving the same
purpose, in order to make a decision, posing follow-up questions as necessary.
Can cope with less routine situations in shops, post oces, banks, e.g. returning an unsatisfactory purchase.
Can make a complaint.
Can deal with most situations likely to arise when making travel arrangements through an agent or when
actually travelling, e.g. asking a passenger where to get o for an unfamiliar destination.
A2
Can deal with common aspects of everyday living such as travel, lodging, eating and shopping.
Can interact in predictable everyday situations (e.g. post oce, station, shop), using a wide range of simple
expressions.
Can get all the information needed from a tourist oce, as long as it is of a straightforward, non-specialised nature.
Can ask for and provide everyday goods and services.
Can get simple information about travel, use public transport (e.g. buses, trains, taxis), ask and give
directions, and buy tickets.
Can ask about things and make simple transactions in shops, post oces or banks.
Can give and receive information about quantities, numbers, prices, etc.
Can make simple purchases by stating what is wanted and asking the price.
Can order a meal.
Can point out when something is wrong (e.g. “The food is cold” or “There is no light in my room”).
Can ask (face-to-face) for a medical appointment and understand the reply. Can indicate the nature of a
problem to a health professional, perhaps using gestures and body language.
A1
Can ask people for things and give people things.
Can ask for food and drink using basic expressions.
Can handle numbers, quantities, cost and time.
Pre-A1
Can make simple purchases and/or order food or drink when pointing or other gesture can support the
verbal reference.
Information exchange
This scale does not contain descriptors for the C levels, because merely exchanging factual information is no
longer a main focus in learning objectives for procient users. Key concepts operationalised in the scale include
the following:
f
type of transaction: from simple questions, instructions and directions, through simple, routine exchanges,
to exchanging information with other specialists;
f
type of information: from personal details, dates, prices, etc., through habits, routines, pastimes and
straightforward factual information, to detailed and complex information or advice.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 79
Information exchange
C2
No descriptors available; see B2
C1
No descriptors available; see B2
B2
Can understand and exchange complex information and advice on the full range of matters related to their
occupational role.
Can use appropriate technical terminology when exchanging information or discussing their area of
specialisation with other specialists.
Can pass on detailed information reliably.
B1
Can exchange, check and conrm accumulated factual information on familiar routine and non-routine
matters within their eld with some condence.
Can summarise and give their opinion about a short story, article, talk, discussion, interview or
documentary and answer further questions of detail.
Can nd out and pass on straightforward factual information.
Can ask for and follow detailed directions.
Can obtain more detailed information.
Can oer advice on simple matters within their eld of experience.
A2
Can understand enough to manage simple, routine exchanges without undue eort.
Can deal with practical everyday demands: nding out and passing on straightforward factual information.
Can ask and answer questions about habits and routines.
Can ask and answer questions about pastimes and past activities.
Can ask and answer questions about plans and intentions.
Can give and follow simple directions and instructions, e.g. explain how to get somewhere.
Can communicate in simple and routine tasks requiring a simple and direct exchange of information.
Can exchange limited information on familiar and routine operational matters.
Can ask and answer questions about what they do at work and in their free time.
Can ask for and give directions referring to a map or plan.
Can ask for and provide personal information.
Can ask and answer simple questions about an event (e.g. ask where and when it took place, who was
there and what it was like).
A1
Can understand questions and instructions addressed carefully and slowly to them and follow short,
simple directions.
Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate
need or on very familiar topics.
Can ask and answer questions about themselves and other people, where they live, people they know,
things they have.
Can indicate time by lexicalised phrases like “next week”, “last Friday”, “in November”, “3 o’clock”.
Can express numbers, quantities and cost in a limited way.
Can name the colour of clothes or other familiar objects and can ask the colour of such objects.
Pre-A1
Can tell people their name and ask other people their names.
Can use and understand simple numbers in everyday conversations.
Can ask and tell what day, time of day and date it is.
Can ask for and give a date of birth.
Can ask for and give a phone number.
Can tell people their age and ask people about their age.
Can ask very simple questions for information, such as “What is this?” and understand one- or two-word/
sign answers.
Page 80 3 CEFR – Companion volume
Interviewing and being interviewed
This scale concerns the specialised roles associated with doctor’s appointments and job applications as well as
other forms of examination, plus surveys and, in an educational context, projects. In relation to signing, there is
an assumption that the interlocutor can also sign. Key concepts operationalised in the scale include the following:
f
independence from the interlocutor: from requiring direct, slow, clear standard language to acting without
any support, at no disadvantage to the other person(s);
f taking the initiative: from bringing up new subjects (B1) to participating fully, developing a point uently
and handling interjections well;
f
conducting the actual interview: from using a prepared questionnaire (B1), through departing spontaneously
from prepared questions and following up and probing interesting replies, to structuring the discourse
and interacting authoritatively.
Interviewing and being interviewed
C2
Can keep up their side of the dialogue extremely well, structuring the discourse and interacting
authoritatively with eortless uency as interviewer or interviewee, at no disadvantage to other
participants.
C1
Can participate fully in an interview, as either interviewer or interviewee, expanding and developing the
point being discussed uently without any support, and handling interjections well.
B2
Can carry out an eective, uent interview, departing spontaneously from prepared questions, following
up and probing interesting replies.
Can take the initiative in an interview, and expand and develop ideas with little help or prodding from an
interviewer.
B1
Can provide concrete information required in an interview/consultation (e.g. describe symptoms to a
doctor), but with limited precision.
Can carry out a prepared interview, checking and conrming information, though they may occasionally
have to ask for repetition if the other person’s response is rapid or extended.
Can take some initiative in an interview/consultation (e.g. to bring up a new subject) but is very dependent
on the interviewer in the interaction.
Can describe symptoms in a simple way and ask for advice when using health services, and can understand
the answer, provided this is given clearly in everyday language.
Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow-up
questions.
A2
Can make themselves understood in an interview and communicate ideas and information on familiar
topics, provided they can ask for clarication occasionally, and are given some help to express what they
want to.
Can describe to a doctor very basic symptoms and ailments such as a cold or the u.
Can answer simple questions and respond to simple statements in an interview.
Can indicate in simple language the nature of a problem to a health professional, perhaps using gestures
and body language.
A1
Can reply in an interview to simple direct questions, put very slowly and clearly in direct, non-idiomatic
language, about personal details.
Can state in simple language the nature of a problem to a health professional and answer simple questions
such as “Does that hurt?” even though they have to rely on gestures and body language to reinforce the
message.
Pre-A1
No descriptors available
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 81
Using telecommunications
This new 2018 scale concerns use of the phone and internet-based apps for remote communication. Key concepts
operationalised in the scale include the following:
f range of information and transactions involved: from simple messages and conversations on predictable
topics like arrival times, routine messages and basic services to use for a variety of personal and profes-
sional purposes;
f interlocutor: from a known person to unknown persons with less familiar accents;
f length of exchange: from short, simple exchanges to extended casual conversation.
Using telecommunications
C2
Can use telecommunications condently and eectively for both personal and professional purposes, even
if there is some interference (noise) or the caller has a less familiar accent.
C1
Can use telecommunications eectively for most professional or personal purposes.
B2
Can use telecommunications for a variety of personal and professional purposes, provided they can ask for
clarication if the accent or terminology is unfamiliar.
Can participate in extended casual conversation over the phone with a known person on a variety of
topics.
B1
Can use telecommunications for everyday personal or professional purposes, provided they can ask for
clarication from time to time.
Can give important details over the (video)phone concerning an unexpected incident (e.g. a problem in a
hotel, with travel arrangements, with a hire car).
Can use telecommunications to have relatively simple but extended conversations with people they know
personally.
Can use telecommunications for routine messages (e.g. arrangements for a meeting) and to obtain basic
services (e.g. book a hotel room or make a medical appointment).
A2
Can use telecommunications with their friends to exchange simple news, make plans and arrange to meet.
Can, given repetition and clarications, participate in a short, simple phone conversation with a known
person on a predictable topic, e.g. arrival times, arrangements to meet.
Can understand a simple message (e.g. “My ight is late. I will arrive at 10 o’clock.”), conrm details of the
message and pass it on by phone to other people concerned.
A1
No descriptors available
Pre-A1
No descriptors available
3.3.1.2. Written interaction
Written interaction concerns interactive communication through the medium of script or sign.
43
There are two
scales: “Correspondence” and “Notes, messages and forms”. The former focuses on an interpersonal exchange,
while the latter concerns information transfer. In written interaction the language used is similar to oral language.
43. The number of formal and informal video-recorded chats and message exchanges has been rising rapidly, most notably through
WhatsApp. Signers may correspond in writing or sign – or even switch between the two. In some countries, signers can now send
enquiries, comments and complaints to certain service providers through a dedicated web portal. In addition, there are an increasing
number of online surveys in which signers can choose whether to answer the questions in writing or in their sign language. The verb
“compose” is therefore used in this section to include the possibility of signing.
Page 82 3 CEFR – Companion volume
In addition, most interactive situations are tolerant of some error and confusion and have some contextual
support. There is usually an opportunity to use interaction strategies like asking for clarication or asking for
help with formulation and to repair misunderstandings. Finally, the requirement to produce carefully structured,
accurate text is less of a priority.
Online interaction is dealt with separately because it is multimodal (see next section).
Overall written interaction
Overall written interaction
C2
Can express themselves in an appropriate tone and style in virtually any type of formal and informal
interaction.
C1
Can express themselves with clarity and precision, relating to the addressee exibly and eectively.
B2
Can express news and views eectively in writing, and relate to those of others.
B1
Can convey information and ideas on abstract as well as concrete topics, check information, and ask about
or explain problems with reasonable precision.
Can compose personal letters and notes asking for or conveying simple information of immediate
relevance, getting across the point they feel to be important.
A2
Can compose short, simple formulaic notes relating to matters in areas of immediate need.
A1
Can ask for or pass on personal details.
Pre-A1
Can convey basic information (e.g. name, address, family) in short phrases on a form or in a note, with the
use of a dictionary.
Correspondence
The 2001 scale concerned only personal correspondence. The update augments this with descriptors for formal
correspondence, since this is an activity that some user/learners need to carry out. Key concepts operationalised
in the scale therefore include the following:
f
type of message: from simple, personal messages, to in-depth, personal and professional correspondence;
f
type of language: from formulaic expressions to emotional, allusive and joking usage and writing with
good expression in an appropriate tone and style.
Correspondence
C2
Can compose virtually any type of correspondence necessary in the course of their professional life in an
appropriate tone and style.
C1
Can express themselves with clarity and precision in personal correspondence, using language exibly and
eectively, including emotional, allusive and joking usage.
Can, with good expression and accuracy, compose formal correspondence such as letters of clarication,
application, recommendation, reference, complaint, sympathy and condolence.
B2+
Can maintain a relationship through personal correspondence using the language uently and eectively
to give detailed descriptions of experiences, pose sympathetic questions and follow up issues of mutual
interest.
Can in most cases understand idiomatic expressions and colloquialisms in correspondence and other
communications and use the most common ones themselves as appropriate to the situation.
Can compose formal correspondence such as letters of enquiry, request, application and complaint using
appropriate register, structure and conventions.
Can compose a forceful but polite letter of complaint, including supporting details and a statement of the
desired outcome.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 83
Correspondence
B2
Can compose letters conveying degrees of emotion and highlighting the personal signicance of events
and experiences and commenting on the correspondent’s news and views.
Can use formality and conventions appropriate to the context when writing personal and professional
letters and e-mails.
Can compose formal e-mails/letters of invitation, thanks or apology using appropriate registers and
conventions.
Can compose non-routine professional letters, using appropriate structure and conventions, provided
these are restricted to matters of fact.
Can obtain, by letter or e-mail, information required for a particular purpose, collate it and forward it by
e-mail to other people.
B1
Can compose personal letters giving news and expressing thoughts about abstract or cultural topics such
as music or lm.
Can compose letters expressing dierent opinions and giving detailed accounts of personal feelings and
experiences.
Can reply to an advertisement in writing and ask for further information on items that interest them.
Can compose basic formal e-mails/letters (e.g. to make a complaint and request action).
Can compose personal letters describing experiences, feelings and events in some detail.
Can compose basic e-mails/letters of a factual nature (e.g. to request information or to ask for and give
conrmation).
Can compose a basic letter of application with limited supporting details.
A2
Can exchange information by text message, by e-mail or in short letters, responding to questions from the
other person (e.g. about a new product or activity).
Can convey personal information of a routine nature, for example in a short e-mail or letter introducing
themselves.
Can compose very simple personal letters expressing thanks and apology.
Can compose short, simple notes, e-mails and text messages (e.g. to send or reply to an invitation, to
conrm or change an arrangement).
Can compose a short text in a greetings card (e.g. for someone’s birthday or to wish them a Happy New Year).
A1
Can compose messages and online postings as a series of very short sentences about hobbies and likes/
dislikes, using simple words and formulaic expressions, with reference to a dictionary.
Can compose a short, simple postcard.
Can compose a short, very simple message (e.g. a text message) to friends to give them a piece of
information or to ask them a question.
Pre-A1
Can convey basic personal information in short phrases and sentences, with reference to a dictionary.
Notes, messages and forms
This scale encompasses a range of transactional interactive writing. At the A levels it includes lling in forms
with personal details. From A2 the focus is on taking or leaving messages and writing/signing short notes. Key
concepts operationalised in the scale therefore include the following:
f lling in forms with personal details (Pre-A1 to A2);
f
leaving and taking messages, from simple messages about time, through messages containing several
points, to complex personal or professional messages;
f
formulating notes: from short and simple to more developed notes to friends, service people, teachers, etc.
Page 84 3 CEFR – Companion volume
Notes, messages and forms
C2
No descriptors available; see B2
C1
No descriptors available; see B2
B2
Can take or leave complex personal or professional messages, provided they can ask for clarication or
elaboration if necessary.
B1
Can take routine messages that are likely to occur in a personal, professional or academic context.
Can take messages communicating enquiries and explaining problems.
Can formulate notes conveying simple information of immediate relevance to friends, service people,
teachers and others who feature in their everyday life, getting across comprehensibly the points they feel
are important.
Can take messages over the phone containing several points, provided the caller dictates these clearly and
sympathetically.
A2
Can take a short, simple message provided they can ask for repetition and reformulation.
Can formulate short, simple notes and messages relating to matters in areas of immediate need.
Can ll in personal and other details on most everyday forms (e.g. to open a bank account, or to send a
letter by recorded delivery).
A1
Can ll in numbers and dates, own name, nationality, address, age, date of birth or arrival in the country,
etc., e.g. on a hotel registration form.
Can leave a simple message giving information regarding for instance where they have gone, or what time
they will be back (e.g. “Shopping: back at 5 p.m.”).
Pre-A1
Can ll in very simple registration forms with basic personal details: name, address, nationality, marital
status.
3.3.1.3. Online interaction
Online communication is always mediated through a machine, which implies that it is unlikely ever to be exactly
the same as face-to-face interaction. There are emergent properties of group interaction online that are almost
impossible to capture in traditional competence scales focusing on the individual’s behaviour in speech, signing
or in writing. For instance, there is an availability of resources shared in real time. On the other hand, there may
be misunderstandings that are not spotted (and corrected) immediately, as is often easier with face-to-face
communication. Some requirements for successful communication are:
f the need for more redundancy in messages;
f the need to check that the message has been correctly understood;
f ability to reformulate in order to help comprehension and deal with misunderstandings;
f ability to handle emotional reactions.
Online conversation and discussion
This scale focuses on conversation and discussion online as a multimodal phenomenon, with an emphasis on
how interlocutors communicate online to handle both serious issues and social exchanges in an open-ended
way. Key concepts operationalised in the scale include the following:
f instances of simultaneous (real-time) and consecutive interaction, the latter allowing time to prepare a
draft and/or consult aids;
f participation in sustained interaction with one or more interlocutors;
f composing posts and contributions for others to respond to;
f comments (for example, evaluative) on the posts, comments and contributions of others;
f reactions to embedded media;
f the ability to include symbols, images and other codes to make the message convey tone, stress and pro-
sody, but also the aective/emotional side, irony, etc.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 85
Progression up the scale is characterised as follows: the move from lower to higher levels is accompanied by a
shift from simple social exchanges and personal news towards a broader range of competences encompassing
professional and educational discursive interaction at the C levels, with the introduction of real-time interaction and
group interaction from B1+. B2 is characterised by the ability to participate actively in discussion and argument,
linking a contribution eectively to others in the thread, and repairing misunderstandings appropriately. By C1, the
user/learner can modulate their register and give critical evaluations diplomatically. At C2, they can anticipate and
deal eectively with possible misunderstandings (including cultural ones), communication issues and emotional
reactions. Progression can also be seen as the process of adding virtual “spaces” in which the user/learner can
interact such as a “café”, “classroom” or “meeting room”. A user/learner will struggle to interact successfully in an
online meeting until they reach the B levels, will be able to interact in a virtual “classroom” at A2 only if carefully
guided, and maybe can communicate only very supercially at A1 when posting and chatting in the “café”. At
the C levels, on the other hand, the user/learner can adapt their register and interaction style according to the
virtual space they are in, adjusting their language appropriately to make communication more eective.
Online conversation and discussion
C2
Can express themselves with clarity and precision in real-time online discussion, adjusting language
exibly and sensitively to context, including emotional, allusive and joking usage.
Can anticipate and deal eectively with possible misunderstandings (including cultural ones),
communication issues and emotional reactions in an online discussion.
Can easily and quickly adapt their register and style to suit dierent online environments, communication
purposes and speech acts.
C1
Can engage in real-time online exchanges with several participants, understanding the communicative
intentions and cultural implications of the various contributions.
Can participate eectively in live, online professional or academic discussion, asking for and giving further
clarication of complex, abstract issues as necessary.
Can adapt their register according to the context of online interaction, moving from one register to the
other within the same exchange if necessary.
Can evaluate, restate and challenge arguments in professional or academic live online chat and discussion.
B2
Can engage in online exchanges, linking their contributions to previous ones in the thread, understanding
cultural implications and reacting appropriately.
Can participate actively in an online discussion, stating and responding to opinions on topics of interest at
some length, provided contributors avoid unusual or complex language and allow time for responses.
Can engage in online exchanges between several participants, eectively linking their contributions to
previous ones in the thread, provided a moderator helps manage the discussion.
Can recognise misunderstandings and disagreements that arise in an online interaction and deal with
them, provided the interlocutor(s) are willing to co-operate.
B1
Can engage in real-time online exchanges with more than one participant, recognising the communicative
intentions of each contributor, but may not understand details or implications without further explanation.
Can post online accounts of social events, experiences and activities referring to embedded links and
media and sharing personal feelings.
Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided
they can prepare the text beforehand and use online tools to ll gaps in language and check accuracy.
Can make personal online postings about experiences, feelings and events and respond individually
to the comments of others in some detail, though lexical limitations sometimes cause repetition and
inappropriate formulation.
A2+
Can introduce themselves and manage simple exchanges online, asking and answering questions and
exchanging ideas on predictable everyday topics, provided enough time is allowed to formulate responses,
and that they interact with one interlocutor at a time.
Can make short descriptive online postings about everyday matters, social activities and feelings, with
simple key details.
Can comment on other people’s online postings, provided they are written/signed in simple language,
reacting to embedded media by expressing feelings of surprise, interest and indierence in a simple way.
Page 86 3 CEFR – Companion volume
Online conversation and discussion
A2
Can engage in basic social communication online (e.g. a simple message on a virtual card for special
occasions, sharing news and making/conrming arrangements to meet).
Can make brief positive or negative comments online about embedded links and media using a repertoire
of basic language, though they will generally have to refer to an online translation tool and other resources.
A1
Can formulate very simple messages and personal online postings as a series of very short sentences about
hobbies, likes/dislikes, etc., relying on the aid of a translation tool.
Can use formulaic expressions and combinations of simple words/signs to post short positive and negative
reactions to simple online postings and their embedded links and media, and can respond to further
comments with standard expressions of thanks and apology.
Pre-A1
Can post simple online greetings, using basic formulaic expressions and emoticons.
Can post online short simple statements about themselves (e.g. relationship status, nationality,
occupation), provided they can select them from a menu and/or refer to an online translation tool.
Goal-oriented online transactions and collaboration
This scale focuses on the potentially collaborative nature of online interaction and transactions that have specic
goals, as a regular feature of contemporary life. A rigid separation between written and oral does not really apply to
online transactions, where multimodality is increasingly a key feature and resource, and the descriptors therefore
assume the exploitation of dierent online media and tools according to context. Key concepts operationalised
in the scale include the following:
f purchasing goods and services online;
f engaging in transactions requiring negotiation of conditions, in a service as well as client role;
f participation in collaborative project work;
f dealing with communication problems.
Progression up the scale is characterised as follows: the move towards higher levels expands from basic
transactions and information exchange at the A levels towards more sophisticated collaborative project work that
is goal-oriented. This can be seen as a progression from lling in predictable online forms at Pre-A1, to solving
various problems in order for the transaction to take place at the B levels, through to being able to participate
in, and ultimately co-ordinate, group project work online at the C levels. One can also see such competences
as progressing from reactive to proactive participation, and from simple to complex. Simple collaborative tasks
appear at A2+, with a co-operative interlocutor, with small group project work from B1 and the ability to take
a lead role in collaborative work from B2+. By C1, the user/learner can co-ordinate a group that is working on a
project online, formulating and revising detailed instructions, evaluating proposals from team members, and
providing clarications in order to accomplish the shared tasks.
Goal-oriented online transactions and collaboration
C2
Can resolve misunderstandings and deal eectively with frictions that arise during the collaborative
process.
Can provide guidance and add precision to the work of a group at the redrafting and editing stages of
collaborative work.
C1
Can co-ordinate a group that is working on a project online, formulating and revising detailed instructions,
evaluating proposals from team members, and providing clarications in order to accomplish the shared
tasks.
Can deal with complex online transactions in a service role (e.g. applications with complicated
requirements), adjusting language exibly to manage discussions and negotiations.
Can participate in complex projects requiring collaborative writing and redrafting as well as other forms of
online collaboration, following and relaying instructions with precision in order to reach the goal.
Can deal eectively with communication problems and cultural issues that arise in an online collaborative
or transactional exchange by reformulating, clarifying and providing examples through media (visual,
audio, graphic).
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 87
Goal-oriented online transactions and collaboration
B2
Can take a lead role in online collaborative work within their area(s) of expertise, keeping the group on task
by reminding it of roles, responsibilities and deadlines in order to achieve established goals.
Can engage in online collaborative or transactional exchanges within their area(s) of expertise that require
negotiation of conditions and explanation of complicated details and special requirements.
Can deal with misunderstandings and unexpected problems that arise in online collaborative or
transactional exchanges by responding politely and appropriately in order to help resolve the issue.
Can collaborate online with a group that is working on a project, justifying proposals, seeking clarication
and playing a supportive role in order to accomplish shared tasks.
B1
Can engage in online transactions that require an extended exchange of information, provided the
interlocutor(s) avoid complex language and are willing to repeat and reformulate when necessary.
Can interact online with a group that is working on a project, following straightforward instructions,
seeking clarication and helping to accomplish the shared tasks.
Can engage in online collaborative or transactional exchanges that require simple clarication or
explanation of relevant details, such as registering for a course, tour or event, or applying for membership.
Can interact online with a partner or small group working on a project, provided there are visual aids such
as images, statistics and graphs to clarify more complex concepts.
Can respond to instructions and ask questions or request clarications in order to accomplish a shared task
online.
A2
Can use formulaic language to respond to routine problems arising in online transactions (e.g. concerning
availability of models and special oers, delivery dates, addresses).
Can interact online with a supportive partner in a simple collaborative task, responding to basic
instructions and seeking clarication, provided there are visual aids such as images, statistics or graphs to
clarify the concepts involved.
Can make simple online transactions (e.g. ordering goods or enrolling in a course) by lling in an online
form or questionnaire, providing personal details and conrming acceptance of terms and conditions,
declining extra services, etc.
Can ask basic questions about the availability of a product or feature.
Can respond to simple instructions and ask simple questions in order to accomplish a shared task online
with the help of a supportive interlocutor.
A1
Can complete a very simple online purchase or application, providing basic personal information (e.g.
name, e-mail or telephone number).
Pre-A1
Can make selections (e.g. choosing a product, size, colour) in a simple online purchase or application form,
provided there is visual support.
3.3.2. Interaction strategies
Three descriptor scales are oered for interaction strategies: “Taking the oor” (“Turntaking”), “Co-operating”
and “Asking for clarication”. Notice that “Taking the oor” (“Turntaking”), is in fact repeated in the section on
“Pragmatic competence”, since it is a crucial part of discourse competence. This is the only instance in which a
scale in the CEFR is repeated. In the scale for “Co-operating”, there are two aspects – cognitive strategies: framing,
planning and organising ideational content, and collaborative strategies: handling interpersonal, relational
aspects. In the section for mediation, these two aspects are further developed in new scales for cognitive strategies
(“Collaborating to construct meaning”) and collaborative strategies (“Facilitating collaborative interaction with
peers”). In many respects, these two scales represent a further development of the 2001 scale for “Co-operating”.
However, since they go considerably further than the more discourse-focused approach of the “Co-operating”
scale, it was decided to keep them under mediation.
Page 88 3 CEFR – Companion volume
Turntaking
This scale is concerned with the ability to take the initiative in discourse. As stated above, this ability can be
viewed both as an interaction strategy (to take the turn) and as an integral aspect of discourse competence. Key
concepts operationalised in the scale include the following:
f initiating, maintaining and ending conversation;
f intervening in an existing conversation or discussion, often using a prefabricated expression to do so, or
to gain time to think.
Turntaking
C2
No descriptors available; see C1
C1
Can select a suitable phrase from a readily available range of discourse functions to preface their remarks
appropriately in order to get the oor, or to gain time and keep the oor while thinking.
B2
Can intervene appropriately in discussion, exploiting appropriate language to do so.
Can initiate, maintain and end discourse appropriately with eective turntaking.
Can initiate discourse, take their turn when appropriate and end conversation when they need to, though
they may not always do this elegantly.
Can use stock phrases (e.g. “That’s a dicult question to answer”) to gain time and keep the turn while
formulating what they want to express.
B1
Can intervene in a discussion on a familiar topic, using a suitable phrase to get the oor.
Can initiate, maintain and close simple, face-to-face conversation on topics that are familiar or of personal
interest.
A2
Can use simple techniques to start, maintain or end a short conversation.
Can initiate, maintain and close simple, face-to-face conversation.
Can ask for attention.
A1
No descriptors available
Pre-A1
No descriptors available
Co-operating
This scale concerns collaborative discourse moves intended to help a discussion develop. Key concepts
operationalised in the scale include the following:
f conrming comprehension (lower levels);
f
ability to give feedback and relate one’s own contribution to that of previous speakers/signers (higher levels);
f summarising the point reached in the discussion in order to take stock (B levels);
f inviting others to contribute.
Note: This scale is developed further in the scales for “Facilitating collaborative interaction with peers” and
“Collaborating to construct meaning”.
Co-operating
C2
Can link contributions skilfully to those of others, widen the scope of the interaction and help steer it
towards an outcome.
C1
Can relate own contribution skilfully to that of others.
B2+
Can give feedback on and follow up statements and inferences and so help the development of the
discussion.
Can summarise and evaluate the main points of discussion on matters within their academic or
professional competence.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 89
Co-operating
B2
Can help the discussion along on familiar ground, conrming comprehension, inviting others in, etc.
Can summarise the point reached at a particular stage in a discussion and propose the next steps.
B1
Can exploit a basic repertoire of language and strategies to help keep a conversation or discussion going.
Can summarise the point reached in a discussion and so help focus the argument.
Can repeat back part of what someone has said to conrm mutual understanding and help keep the
development of ideas on course.
Can invite others into the discussion.
A2
Can indicate when they are following.
A1
No descriptors available
Pre-A1
No descriptors available
Asking for clarication
This scale concerns intervening in an interaction to indicate whether one is following or not, and to ask follow-up
questions on certain points, to check comprehension. Key concepts operationalised in the scale include the
following:
f indicating comprehension or a comprehension problem (lower levels);
f requesting repetition;
f asking follow-up questions to check comprehension or request more details.
Asking for clarication
C2
No descriptors available; see C1
C1
Can ask for explanation or clarication to ensure they understand complex, abstract ideas in professional or
academic contexts, live or online.
B2
Can ask follow-up questions to check that they have understood what someone intended to say, and get
clarication of ambiguous points.
Can ask for explanation or clarication to ensure they understand complex, abstract ideas.
Can formulate follow-up questions to a member of a group to clarify an issue that is implicit or poorly
articulated.
B1
Can ask for further details and clarications from other group members in order to move a discussion
forward.
Can ask someone to clarify or elaborate what they have just said.
A2
Can ask very simply for repetition when they do not understand.
Can ask for clarication about key words/signs or phrases not understood, using stock phrases.
Can indicate that they did not follow.
Can signal non-understanding and ask for a word/sign to be spelt out.
A1
Can indicate with simple words/signs, intonation and gestures that they do not understand.
Can express in a simple way that they do not understand.
Pre-A1
No descriptors available
Page 90 3 CEFR – Companion volume
3.4. MEDIATION
The development and validation of the scales for mediation is described in “Developing illustrative descriptors
of aspects of mediation for the CEFR” (North and Piccardo 2016). The aim was to provide CEFR descriptors for a
broader view of mediation, as presented in the paper “Education, mobility, otherness – The mediation functions
of schools” (Coste and Cavalli 2015).
In mediation, the user/learner acts as a social agent who creates bridges and helps to construct or convey meaning,
sometimes within the same language, sometimes across modalities (e.g. from spoken to signed or vice versa,
in cross-modal communication) and sometimes from one language to another (cross-linguistic mediation). The
focus is on the role of language in processes like creating the space and conditions for communicating and/or
learning, collaborating to construct new meaning, encouraging others to construct or understand new meaning,
and passing on new information in an appropriate form. The context can be social, pedagogic, cultural, linguistic
or professional.
Figure 14 – Mediation activities and strategies
Mediation
Mediation activities Mediation strategies
Mediating concepts
Facilitating
collaborative
interaction
with peers
Managing
interaction
Mediating
a text
Mediating
commu-
nication
Collaborating
in a group
Leading
group work
Collaborating
to construct
meaning
Encouraging
conceptual
talk
Strategies
to simplify
a text
Strategies
to explain a
new concept
Explaining
data
Analysis and
criticism of
creative texts
Acting as an
intermediary
Facilitating
communica-
tion in delicate
situations and
disagreements
Processing
text
Translating a
written text
Note-taking
Relaying
specic
information
Expressing
a personal
response to
creative texts
Facilitating
pluricultural
space
Amplifying a
dense text
Linking to
previous
knowledge
Streamlining
a text
Adapting
language
Breaking
down
complicated
information
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 91
3.4.1. Mediation activities
There are many dierent aspects of mediation, but all share certain characteristics. For example, in mediation
one is less concerned with one’s own needs, ideas or expression than with those of the party or parties for
whom one is mediating. A person who engages in mediation activity needs to have a well-developed emotional
intelligence, or an openness to develop it, in order to have sucient empathy for the viewpoints and emotional
states of other participants in the communicative situation. The term “mediation” is also used to describe a social
and cultural process of creating conditions for communication and co-operation, facing and hopefully defusing
any delicate situations and tensions that may arise. Cross-linguistic and cross-modal mediation, in particular,
inevitably involve social and cultural competence as well as plurilingual competence. This emphasises the fact
that one cannot in practice completely separate one type of mediation from another. In adapting descriptors
to their context, therefore, users should feel free to mix and match categories to suit their own perspective.
The scales for mediation are presented in three groups, reecting the way in which mediation tends to occur.
“Mediating a text” involves passing on to another person the content of a text to which they do not have access,
often because of linguistic, cultural, semantic or technical barriers. This is the main sense in which the 2001
CEFR text uses the term mediation. The rst set of descriptor scales oered are for this, usually cross-linguistic,
interpretation, which is increasingly being incorporated into language curricula (for example in Switzerland,
Germany, Austria, Italy, Greece and Spain). However, the notion has been further developed to include mediating
a text for oneself (for example in taking notes during a lecture) or in expressing reactions to texts, particularly
creative and literary ones.
“Mediating concepts” refers to the process of facilitating access to knowledge and concepts for others, particularly
if they may be unable to access this directly on their own. This is a fundamental aspect of parenting, mentoring,
teaching and training, but also of collaborative learning and work. Mediating concepts involves two complementary
aspects: on the one hand constructing and elaborating meaning and on the other hand facilitating and stimulating
conditions that are conducive to such conceptual exchange and development.
“Mediating communication” aims to facilitate understanding and shape successful communication between
users/learners who may have individual, sociocultural, sociolinguistic or intellectual dierences in standpoint. The
mediator tries to have a positive inuence on aspects of the dynamic relationship between all the participants,
including the relationship with themselves. Often, the context of the mediation will be an activity in which
participants have shared communicative objectives, but this need not necessarily be the case. The skills involved
are relevant to diplomacy, negotiation, pedagogy and dispute resolution, but also to everyday social and/or
workplace interactions. Mediating communication is thus primarily concerned with personal encounters. This
is not a closed list – users may well be able to think of other types of mediation activities not included here.
Overall mediation
Overall mediation
C2
Can mediate eectively and naturally, taking on dierent roles according to the needs of the people and
situation involved, identifying nuances and undercurrents and guiding a sensitive or delicate discussion.
Can explain in clear, uent, well-structured language the way facts and arguments are presented,
conveying evaluative aspects and most nuances precisely, and pointing out sociocultural implications (e.g.
use of register, understatement, irony and sarcasm).
C1
Can act eectively as a mediator, helping to maintain positive interaction by interpreting dierent
perspectives, managing ambiguity, anticipating misunderstandings and intervening diplomatically
in order to redirect the conversation. Can build on dierent contributions to a discussion, stimulating
reasoning with a series of questions. Can convey clearly and uently in well-structured language the
signicant ideas in long, complex texts, whether or not they relate to their own elds of interest, including
evaluative aspects and most nuances.
Page 92 3 CEFR – Companion volume
Overall mediation
B2
Can establish a supportive environment for sharing ideas and facilitate discussion of delicate issues,
showing appreciation of dierent perspectives, encouraging people to explore issues and adjusting
sensitively the way they express things. Can build on others’ ideas, making suggestions for ways forward.
Can convey the main content of well-structured but long and propositionally complex texts on subjects
within their elds of professional, academic and personal interest, clarifying the opinions and purposes of
speakers/signers.
Can work collaboratively with people from dierent backgrounds, creating a positive atmosphere by
providing support, asking questions to identify common goals, comparing options for how to achieve
them and explaining suggestions for what to do next. Can further develop others’ ideas, pose questions
that invite reactions from dierent perspectives and propose a solution or next steps. Can convey detailed
information and arguments reliably, e.g. the signicant point(s) contained in complex but well-structured
texts within their elds of professional, academic and personal interest.
B1
Can collaborate with people from other backgrounds, showing interest and empathy by asking and
answering simple questions, formulating and responding to suggestions, asking whether people agree,
and proposing alternative approaches. Can convey the main points made in long texts expressed in
uncomplicated language on topics of personal interest, provided they can check the meaning of certain
expressions.
Can introduce people from dierent backgrounds, showing awareness that some questions may be
perceived dierently, and invite other people to contribute their expertise and experience as well as their
views. Can convey information given in clear, well-structured informational texts on subjects that are
familiar or of personal or current interest, although lexical limitations cause diculty with formulation at
times.
A2
Can play a supportive role in interaction, provided other participants speak/sign slowly and that one or
more of the participants helps them to contribute and to express their suggestions. Can convey relevant
information contained in clearly structured, short, simple, informational texts, provided the texts concern
concrete, familiar subjects and are formulated in simple everyday language.
Can use simple words/signs to ask someone to explain something. Can recognise when diculties occur
and indicate in simple language the apparent nature of a problem. Can convey the main point(s) involved
in short, simple conversations or texts on everyday subjects of immediate interest, provided these are
expressed clearly in simple language.
A1
Can use simple words/signs and non-verbal signals to show interest in an idea. Can convey simple,
predictable information of immediate interest given in short, simple signs and notices, posters and
programmes.
Pre-A1
No descriptors available
3.4.1.1. Mediating a text
For all the descriptors in the scales in this section, Language A and Language B may be dierent languages,
varieties or modalities of the same language, dierent registers of the same variety, or any combination of the
above. However, they may also be identical: the CEFR 2001 is clear that mediation may also be in one language.
Alternatively, mediation may involve several languages, varieties or modalities; there may be a Language C and
even conceivably a Language D in the communicative situation concerned. The descriptors for mediation are
equally applicable in each case. Users may thus wish to specify precisely which languages/varieties/modalities
are involved when adapting the descriptors to their context. For ease of use, reference is made in the descriptors
to just Language A and Language B.
It is also important to underline that the illustrative descriptors oered in this section are not intended to describe
the competences of professional interpreters and translators. The descriptors focus on language competences,
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 93
thinking of what a user/learner can do in this area in informal everyday situations. Translation and interpretation
competences and strategies are an entirely dierent eld.
Relaying specic information
Relaying specic information refers to the way some particular piece of information of immediate relevance is
extracted from the target text and relayed to someone else. Here, the emphasis is on the specic content that
is relevant, rather than the main ideas or lines of argument presented in a text. “Relaying specic information” is
related to “Reading for orientation” (although the information concerned may have been given orally in a public
announcement or series of instructions). The user/learner scans the source text for the necessary information
and then relays this to a recipient. Key concepts operationalised in the two scales include the following:
f relaying information on times, places, prices, etc. from announcements or written/signed artefacts;
f relaying sets of directions or instructions;
f
relaying specic, relevant information from informational texts like guides and brochures, from correspon-
dence, or from longer, complex texts like articles, reports, etc.
Progression up the scales is characterised as follows: at Pre-A1 and A1 the user/learner can relay simple information
like times, places and numbers, whereas at A2 they can cope with the information in simple texts like instructions
and announcements. By B1, they can select and relay specic, relevant information in straightforward oral
announcements and in texts like leaets, brochure entries and letters. By B2, they can reliably relay detailed
information from formal correspondence or particular sections of long, complex texts. As with the scale for
“Information exchange”, there are no descriptors for the C levels since such purely informational tasks do not
require a C level of prociency.
In the two scales, Language A and Language B may be dierent languages, varieties of the same language,
registers of the same variety, modalities of the same language or variety, or any combination of the
above. However, they may also be identical. In the former case, users should specify the languages/
varieties/modalities concerned; in the latter case, users should simply remove the parts in brackets.
Page 94 3 CEFR – Companion volume
Relaying specic information
Relaying specic information in speech or sign Relaying specic information in writing
C2
No descriptors available; see C1 No descriptors available; see B2
C1
Can explain (in Language B) the relevance of specic information found in a
particular section of a long, complex text (in Language A).
No descriptors available; see B2
B2
Can relay (in Language B) which presentations given (in Language A) at a
conference, or which articles in a book (in Language A) are particularly relevant for
a specic purpose.
Can relay in writing (in Language B) which presentations at a conference (given
in Language A) were relevant, pointing out which would be worth detailed
consideration.
Can relay in writing (in Language B) the relevant point(s) contained in
propositionally complex but well-structured texts (in Language A) within their
elds of professional, academic and personal interest.
Can relay in writing (in Language B) the relevant point(s) contained in an article (in
Language A) from an academic or professional journal.
Can relay (in Language B) the main point(s) contained in formal correspondence
and/or reports (in Language A) on general subjects and on subjects related to their
elds of interest.
Can relay in a written report (in Language B) relevant decisions that were taken in a
meeting (in Language A).
Can relay in writing (in Language B) the signicant point(s) contained in formal
correspondence (in Language A).
B1
Can relay (in Language B) the content of public announcements and messages
delivered clearly at normal speed (in Language A).
Can relay (in Language B) the contents of detailed instructions or directions,
provided these are clearly articulated (in Language A).
Can relay (in Language B) specic information given in straightforward
informational texts (e.g. leaets, brochure entries, notices and letters or e-mails) (in
Language A).
Can relay in writing (in Language B) specic information points contained in texts
delivered (in Language A) on familiar subjects (e.g. calls, announcements and
instructions).
Can relay in writing (in Language B) specic, relevant information contained in
straightforward informational texts (in Language A) on familiar subjects.
Can relay in writing (in Language B) specic information given in a straightforward
recorded message (left in Language A), provided the topics concerned are familiar
and the delivery is slow and clear.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 95
Relaying specic information
Relaying specic information in speech or sign Relaying specic information in writing
A2
Can relay (in Language B) the point made in a clear announcement (in Language
A) concerning familiar everyday subjects, though they may have to simplify the
message and search for words/signs.
Can relay (in Language B) specic, relevant information contained in short, simple
texts, labels and notices (in Language A) on familiar subjects.
Can relay in writing (in Language B) specic information contained in short simple
informational texts (in Language A), provided the texts concern concrete, familiar
subjects and are composed in simple everyday language.
Can relay (in Language B) the point made in short, clear, simple messages,
instructions and announcements, provided these are expressed slowly and clearly
in simple language (in Language A).
Can relay (in Language B) in a simple way a series of short, simple instructions,
provided the original (in Language A) is clearly and slowly articulated.
Can list (in Language B) the main points of short, clear, simple messages and
announcements (given in Language A), provided they are clearly and slowly
articulated.
Can list (in Language B) specic information contained in simple texts (in Language
A) on everyday subjects of immediate interest or need.
A1
Can relay (in Language B) simple, predictable information about times and places
given in short, simple statements (delivered in Language A).
Can list (in Language B) names, numbers, prices and very simple information of
immediate interest in oral texts (in Language A), provided the articulation is very
slow and clear, with repetition.
Pre-A1
Can relay (in Language B) simple instructions about places and times (given in
Language A), provided these are repeated very slowly and clearly.
Can relay (in Language B) very basic information (e.g. numbers and prices) from
short, simple, illustrated texts (in Language A).
Can list (in Language B) names, numbers, prices and very simple information from
texts (in Language A) that are of immediate interest, that are composed in very
simple language and contain illustrations.
Page 96 3 CEFR – Companion volume
Explaining data
This scale refers to the transformation into a verbal text of information found in gures (graphs, diagrams, etc.).
The user/learner might do this as part of a PowerPoint presentation, or when explaining to a friend or colleague
the key information given in graphics accompanying an article, a weather forecast or nancial information. Key
concepts operationalised in the two scales include the following:
f describing graphic material on familiar topics (e.g. ow charts, weather charts);
f presenting trends in graphs;
f commenting on bar charts;
f selecting and interpreting the salient, relevant points of empirical data presented graphically.
Progression up the scale is characterised as follows: the higher the level, the more complex the visual information
is, from everyday visuals (e.g. weather charts) to complex visuals accompanying academic and highly professional
texts. Secondly, the higher the level, the more complex the communicative acts involved (interpreting source
data, describing the salient points, explaining in detail). There are no descriptors at A1 and A2. At A2+ the user/
learner can describe simple visuals on familiar topics, while at B1 they can describe overall trends and detailed
information in diagrams in their elds of interest. At B2 the focus is on the reliable interpretation of complex
data, while at C2 the user/learner can interpret and describe various forms of empirical data from conceptually
complex research.
In the two scales, Language A and Language B may be dierent languages, varieties of the same language,
registers of the same variety, modalities of the same language or variety, or any combination of the above.
However, they may also be identical. In the former case, users should specify the languages/varieties/modalities
concerned; in the latter case, users should simply remove the parts in brackets.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 97
Explaining data (in graphs, diagrams, etc.)
Explaining data in speech or sign Explaining data in writing
C2
Can interpret and describe clearly and reliably (in Language B) various forms of
empirical data and visually organised information (with text in Language A) from
conceptually complex research concerning academic or professional topics.
Can interpret and present in writing (in Language B) various forms of empirical
data (with text in Language A) from conceptually complex research on academic or
professional topics.
C1
Can interpret and describe clearly and reliably (in Language B) the salient
points and details contained in complex diagrams and other visually organised
information (with text in Language A) on complex academic or professional topics.
Can interpret and present clearly and reliably in writing (in Language B) the salient,
relevant points contained in complex diagrams and other visually organised data
(with text in Language A) on complex academic or professional topics.
B2
Can interpret and describe reliably (in Language B) detailed information contained
in complex diagrams, charts and other visually organised information (with text in
Language A) on topics in their elds of interest.
Can interpret and present reliably in writing (in Language B) detailed information
from diagrams and visually organised data in their elds of interest (with text in
Language A).
B1
Can interpret and describe (in Language B) detailed information in diagrams in
their elds of interest (with text in Language A), even though lexical gaps may
cause hesitation or imprecise formulation.
Can interpret and present in writing (in Language B) the overall trends shown in
simple diagrams (e.g. graphs, bar charts) (with text in Language A), explaining the
important points in more detail, given the help of a dictionary or other reference
materials.
Can interpret and describe (in Language B) overall trends shown in simple
diagrams (e.g. graphs, bar charts) (with text in Language A), even though lexical
limitations cause diculty with formulation at times.
Can describe in simple sentences (in Language B) the main facts shown in visuals
on familiar topics (e.g. a weather map, a basic ow chart) (with text in Language A).
A2
Can interpret and describe (in Language B) simple visuals on familiar topics (e.g. a
weather map, a basic ow chart) (with text in Language A), even though pauses,
false starts and reformulation may be very evident.
No descriptors available
No descriptors available
A1
No descriptors available No descriptors available
Pre-A1
No descriptors available No descriptors available
Page 98 3 CEFR – Companion volume
Processing text
Processing text involves understanding the information and/or arguments included in the source text and then
transferring these to another text, usually in a more condensed form, in a way that is appropriate to the context.
In other words, the outcome represents a condensing and/or reformulating of the original information and
arguments, focusing on the main points and ideas in the source text. The key word in the processing scales is
“summarising”. Whereas in “Relaying specic information” the user/learner will almost certainly not read the whole
text (unless the information required is well hidden!), in “Processing text” they have rst to fully understand all
the main points in the source text. “Processing text” is thus related to “Reading for information and argument”
(sometimes called reading for detail, or careful reading), although the information concerned may have been
given orally in a presentation or lecture. The user/learner may then choose to present the information to the
recipient in a completely dierent order, depending on the goal of the communicative encounter. Key concepts
operationalised in the two scales include the following:
f summarising the main points in a source text;
f collating such information and arguments from dierent sources;
f
recognising and clarifying to the recipient the intended audience, the purpose and viewpoint of the original.
Progression up the scale is characterised as follows: in general, as one moves up the scale, the more cognitively
and linguistically demanding the process described by the descriptor, the greater the variety of text types, the
higher the degree of complexity of the texts and the abstraction of the topics, and the more sophisticated the
vocabulary. There is no descriptor for A1. At A2, the learner may need to supplement their limited repertoire with
gestures, drawing or expressions embedded from other languages. At lower levels, source texts are simpler and
more factual, concerning everyday topics and topics of immediate interest. By B1, texts include TV programmes,
conversations and well-structured texts on topics of interest. By B2, the user/learner can synthesise and report
information from a number of sources, for example interviews, documentaries, lms and complex texts in
their elds of interest. By the C levels, they can summarise long, demanding professional or academic texts in
well-structured language, inferring attitudes and implicit opinions, and explaining subtle distinctions in the
presentation or facts and arguments.
In the two scales, Language A and Language B may be dierent languages, varieties of the same language,
registers of the same variety, modalities of the same language or variety, or any combination of the above.
However, they may also be identical. In the former case, users should specify the languages/varieties/modalities
concerned; in the latter case, users should simply remove the parts in brackets.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 99
Processing text
Processing text in speech or sign Processing text in writing
C2
Can explain (in Language B) inferences when links or implications are not made
explicit (in Language A), and point out the sociocultural implications of the form of
expression (e.g. understatement, irony, sarcasm).
Can explain in writing (in Language B) the way that facts and arguments are
presented in a text (in Language A), particularly when someone else’s position is
being reported, drawing attention to the use of understatement, veiled criticism,
irony and sarcasm.
Can summarise information from dierent sources, reconstructing arguments and
accounts in a coherent presentation of the overall result.
C1
Can summarise (in Language B) long, demanding texts (in Language A).
Can summarise (in Language B) discussion (in Language A) on matters within their
academic or professional competence, elaborating and weighing up dierent
points of view and identifying the most signicant points.
Can summarise clearly in well-structured language (in Language B) the main points
made in complex texts (in Language A) in elds of specialisation other than their
own, although they may occasionally check particular technical concepts.
Can explain (in Language B) subtle distinctions in the presentation of facts and
arguments (in Language A).
Can exploit information and arguments from a complex text (in Language A) to
discuss a topic (in Language B), glossing with evaluative comments, adding their
opinion, etc.
Can explain (in Language B) the attitude or opinion expressed in a source text
(in Language A) on a specialised topic, supporting inferences they make with
reference to specic passages in the original.
Can summarise in writing (in Language B) long, complex texts (in Language A),
interpreting the content appropriately, provided they can occasionally check the
precise meaning of unusual, technical terms.
Can summarise in writing a long and complex text (in Language A) (e.g. an
academic article, article providing political analysis, novel extract, editorial, literary
review, report or extract from a scientic book) for a specic audience, respecting
the style and register of the original.
B2+
Can summarise clearly in well-structured language (in Language B) the information
and arguments contained in complex texts (in Language A) on a wide range of
subjects related to their elds of interest and specialisation.
Can summarise (in Language B) the main points of complex discussions (in
Language A), weighing up the dierent points of view presented.
Can summarise in writing (in Language B) the main content of well-structured but
propositionally complex texts (in Language A) on subjects within their elds of
professional, academic and personal interest.
Can compare, contrast and synthesise in writing (in Language B) the information
and viewpoints contained in academic and professional publications (in Language
A) in their elds of special interest.
Can explain in writing (in Language B) the viewpoint articulated in a complex
text (in Language A), supporting inferences they make with reference to specic
information in the original.
Page 100 3 CEFR – Companion volume
Processing text
Processing text in speech or sign Processing text in writing
B2
Can synthesise and report (in Language B) information and arguments from a
number of sources (in Language A).
Can summarise (in Language B) a wide range of factual and imaginative texts (in
Language A), commenting on and discussing contrasting points of view and the
main themes.
Can summarise (in Language B) the important points made in longer, complex
texts (in Language A) on subjects of current interest, including their elds of special
interest.
Can recognise the intended audience of a text (in Language A) on a topic of
interest and explain (in Language B) the purpose, attitudes and opinion of the
author.
Can summarise (in Language B) extracts from news items, interviews or
documentaries containing opinions, arguments and discussions (in Language A).
Can summarise (in Language B) the plot and sequence of events in a lm or play (in
Language A).
Can summarise in writing (in Language B) the main content of complex texts (in
Language A) on subjects related to their elds of interest and specialisation.
B1+
Can summarise (in Language B) the main points made in long texts (in Language
A) on topics in their elds of interest, provided they can check the meaning of
certain expressions.
Can summarise (in Language B) a short narrative or article, talk, discussion,
interview or documentary (in Language A) and answer further questions about
details.
Can collate short pieces of information from several sources (in Language A) and
summarise them (in Language B) for somebody else.
Can summarise in writing (in Language B) the information and arguments
contained in texts (in Language A) on subjects of general or personal interest.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 101
Processing text
Processing text in speech or sign Processing text in writing
B1
Can summarise (in Language B) the main points made in clear, well-structured
texts (in Language A) on subjects that are familiar or of personal interest, although
lexical limitations cause diculty with formulation at times.
Can summarise simply (in Language B) the main information content of
straightforward texts (in Language A) on familiar subjects (e.g. a short record of an
interview, magazine article, travel brochure).
Can summarise (in Language B) the main points made during a conversation
(in Language A) on a subject of personal or current interest, provided people
articulated clearly.
Can summarise (in Language B) the main points made in long texts delivered orally
(in Language A) on topics in their elds of interest, provided they can listen or view
several times.
Can summarise (in Language B) the main points or events in TV programmes and
video clips (in Language A), provided they can view them several times.
Can summarise in writing (in Language B) the main points made in straightforward,
informational texts (in Language A) on subjects that are of personal or current
interest, provided oral texts are clearly articulated.
Can paraphrase short passages in a simple fashion, using the original text wording
and ordering.
A2
Can report (in Language B) the main points made in simple TV or radio news
items (in Language A) reporting events, sports, accidents, etc., provided the topics
concerned are familiar and the delivery is slow and clear.
Can report in simple sentences (in Language B) the information contained in
clearly structured, short, simple texts (in Language A) that have illustrations or
tables.
Can summarise (in Language B) the main point(s) in simple, short informational
texts (in Language A) on familiar topics.
Can list as a series of bullet points (in Language B) the relevant information
contained in short simple texts (in Language A), provided the texts concern
concrete, familiar subjects and contain only simple everyday language.
Can pick out and reproduce key words and phrases or short sentences from a short
text within the learner’s limited competence and experience.
Can convey (in Language B) the main point(s) contained in clearly structured, short,
simple texts (in Language A), supplementing their limited repertoire with other
means (e.g. gestures, drawings, words/signs from other languages) in order to do
so.
Can use simple language to convey (in Language B) the main point(s) contained in
very short texts (in Language A) on familiar and everyday themes that contain the
highest frequency vocabulary; despite errors, the text remains comprehensible.
Can copy out short texts in printed or clearly handwritten format.
A1
Can convey (in Language B) simple, predictable information given in short, very
simple signs and notices, posters and programmes (in Language A).
Can, with the help of a dictionary, convey (in Language B) the meaning of simple
phrases (in Language A) on familiar and everyday themes.
Can copy out single words and short texts presented in standard printed format.
Pre-A1
No descriptors available No descriptors available
Page 102 3 CEFR – Companion volume
Translating a written text
Translating a written text in speech or sign is a largely informal activity that is by no means uncommon in everyday
personal and professional life. It is the process of spontaneously giving an oral translation of a written text, often
a notice, letter, e-mail or other communication. Key concepts operationalised in the scale include the following:
f providing a rough, approximate translation;
f capturing the essential information;
f capturing nuances (higher levels).
Progression up the scale is characterised as follows: the scale moves from rough translation of routine everyday
information in simple texts at the lower levels to translation with increasing uency and accuracy of texts that
become increasingly more complex. The distinction between levels A1 to B1 is almost solely the type of texts
involved. By B2, the user/learner can provide oral translation of complex texts containing information and
arguments on subjects within their elds of professional, academic and personal interest, and at the C levels
they can uently translate complex texts on a wide range of general and specialised subjects, capturing nuances
and implications.
“Translating a written text in writing” is by its very nature a more formal process than providing an impromptu
oral translation. However, this CEFR descriptor scale is not intended to relate to the activities of professional
translators or to their training. Indeed, translating competences are not addressed in the scale. Furthermore,
professional translators, like professional interpreters, develop their competences through their career. The
language level necessary for a translation also depends on the type of text. Literary translation, for example,
requires a level at or above C2. As mentioned when discussing CEFR levels in the section on key aspects of the
CEFR, C2 is not the highest denable level of second/foreign language prociency. It is in fact the middle level
of a scale of ve levels for literary translation produced in the PETRA project.
44
On the other hand, plurilingual
user/learners with a more modest level of prociency sometimes nd themselves in a situation in which they
are asked to provide a written translation of a text in their professional or personal context. Here they are being
asked to reproduce the substantive message of the source text, rather than necessarily interpret the style and
tone of the original into an appropriate style and tone in the translation, as a professional translator would be
expected to do.
In using the descriptors in this scale it is particularly important to specify the languages involved because the
scale deliberately does not address the issue of translating into and from the rst language. This is partly because
of the fact that, for increasing numbers of plurilingual persons, “rst language” and “best language” are not always
synonymous. What the scale provides is a functional description of the language ability necessary to reproduce
a source text in another language. Key concepts operationalised in the scale include the following:
f comprehensibility of the translation;
f the extent to which the original formulations and structure (over-)inuence the translation, as opposed
to the text following relevant conventions in the target language;
f capturing nuances in the original.
Progression up the scale is shown in a very similar way to the previous scale. At the lower levels, translating
involves approximate translations of short texts containing information that is straightforward and familiar,
whereas at the higher levels, the source texts become increasingly complex and the translation is more and
more accurate and reective of the original.
In the two scales, Language A and Language B may be dierent languages, varieties of the same language,
registers of the same variety, modalities of the same language or variety, or any combination of the above.
However, they may also be identical. In the former case, users should specify the languages/varieties concerned/
modalities; in the latter case, users should simply remove the parts in brackets.
Note: As in any case in which mediation across languages is involved, users may wish to complete the descriptor
by specifying the languages concerned
44. https://petra-education.eu/.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 103
Translating a written text
Translating a written text in speech or sign Translating a written text in writing
C2
Can provide uent oral translation (into Language B) of abstract texts (written in
Language A) on a wide range of subjects of personal, academic and professional
interest, successfully conveying evaluative aspects and arguments, including the
nuances and implications associated with them.
Can translate (into Language B) technical material outside their eld of
specialisation (written in Language A), provided subject matter accuracy is checked
by a specialist in the eld concerned.
C1
Can provide uent oral translation (into Language B) of complex texts (written in
Language A) on a wide range of general and specialised topics, capturing most
nuances.
Can translate (into Language B) abstract texts on social, academic and professional
subjects in their eld (written in Language A), successfully conveying evaluative
aspects and arguments, including many of the implications associated with them,
though some expression may be over-inuenced by the original.
B2
Can provide oral translation (into Language B) of complex texts (written in
Language A) containing information and arguments on subjects within their elds
of professional, academic and personal interest.
Can produce clearly organised translations (from Language A into Language B)
that reect normal language usage but may be over-inuenced by the order,
paragraphing, punctuation and particular formulations of the original.
Can produce translations (into Language B) that closely follow the sentence and
paragraph structure of the original text (in Language A), conveying the main points
of the source text accurately, though the translation may read awkwardly.
B1
Can provide oral translation (into Language B) of texts (written in Language
A) containing information and arguments on subjects within their elds of
professional, academic and personal interest, provided they are written in
uncomplicated, standard language.
Can produce approximate translations (from Language A into Language B)
of straightforward, factual texts that are written in uncomplicated, standard
language, closely following the structure of the original; although linguistic errors
may occur, the translation remains comprehensible.
Can provide an approximate oral translation (into Language B) of clear, well-
structured informational texts (written in Language A) on subjects that are familiar
or of personal interest, although lexical limitations cause diculty with formulation
at times.
Can produce approximate translations (from Language A into Language B) of
information contained in short, factual texts written in uncomplicated, standard
language; despite errors, the translation remains comprehensible.
Page 104 3 CEFR – Companion volume
Translating a written text
Translating a written text in speech or sign Translating a written text in writing
A2
Can provide an approximate oral translation (into Language B) of short, simple,
everyday texts (e.g. brochure entries, notices, instructions, letters or e-mails)
(written in Language A).
Can provide a simple, rough oral translation (into Language B) of short, simple
texts (e.g. notices on familiar subjects) (written in Language A), capturing the most
essential point.
Can provide a simple, rough oral translation (into Language B) of routine
information on familiar everyday subjects that is written in simple sentences
(in Language A) (e.g. personal news, short narratives, directions, notices or
instructions).
Can use simple language to provide an approximate translation (from Language
A into Language B) of very short texts on familiar and everyday themes that
contain the highest frequency vocabulary; despite errors, the translation remains
comprehensible.
A1
Can provide a simple, rough oral translation (into Language B) of simple everyday
words/signs and phrases (written in Language A) that are encountered on signs
and notices, posters, programmes, leaets, etc.
Can, with the help of a dictionary, translate simple words/signs and phrases (from
Language A into Language B), but may not always select the appropriate meaning.
Pre-A1
No descriptors available No descriptors available
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 105
Note-taking (lectures, seminars, meetings, etc.)
This scale concerns the ability to grasp key information and write coherent notes, which is valuable in academic
and professional life. Key concepts operationalised in the scale include the following:
f
type of source text: from demonstrations and instructions, through straightforward lectures and meetings
on subjects in their eld, to meetings and seminars on unfamiliar, complex subjects;
f consideration on the part of the speaker/signer (lower levels): from a slow and clear delivery, plus pauses
to take notes, through clearly articulated, well-structured lectures, to multiple sources;
f type of note-taking: from taking notes as a series of points (lower levels), through notes on what seems to
them to be important, to appropriate selection of what to note and what to omit;
f accuracy of the notes (higher levels): from notes precise enough for own use (B1), through accurate notes
on meetings in their eld (B2), to accurate capture of abstract concepts, relationships between ideas,
implications and allusions.
Note-taking (lectures, seminars, meetings, etc.)
C2
Can, while continuing to participate in a meeting or seminar, create reliable notes (or minutes) for people
who are not present, even when the subject matter is complex and/or unfamiliar.
Is aware of the implications and allusions of what is said and can take notes on them as well as on the
actual words used.
Can take notes selectively, paraphrasing and abbreviating successfully to capture abstract concepts and
relationships between ideas.
C1
Can take detailed notes during a lecture on topics in their eld of interest, recording the information so
accurately and so closely to the original that the notes could also be useful to other people.
Can make decisions about what to note down and what to omit as the lecture or seminar proceeds, even
on unfamiliar matters.
Can select relevant, detailed information and arguments on complex, abstract topics from multiple oral
sources (e.g. lectures, podcasts, formal discussions and debates, interviews), provided the delivery is at
normal speed.
B2
Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike
them as important, even though they tend to concentrate on the actual formulation and therefore to miss
some information.
Can take accurate notes in meetings and seminars on most matters likely to arise within their eld of
interest.
B1
Can take notes during a lecture which are precise enough for their own use at a later date, provided the
topic is within their eld of interest and the lecture is clear and well structured.
Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the
lecture is both formulated in simple language and articulated clearly.
Can note down routine instructions in a meeting on a familiar subject, provided these are formulated in
simple language and they are given sucient time to do so.
A2
Can take simple notes at a presentation/demonstration where the subject matter is familiar and
predictable and the presenter allows for clarication and note-taking.
A1
No descriptors available
Pre-A1
No descriptors available
Creative texts
Creative texts are one of the main sources for “Reading as a leisure activity” and there are several descriptors
related to the reading of literature in the scale with that title. However, creative texts are not conned to literature
or indeed to script. Film, theatre, recitals and multimodal installations are just some of the other types of creative
text, as works of imagination and cultural signicance. Therefore, while some of the descriptors in this section
do refer explicitly to scripted text and/or literature, many refer to “the work” concerned.
Page 106 3 CEFR – Companion volume
Creative texts tend to evoke a reaction, and this is often promoted in language education. This response may be
expressed in a classroom or in one of the amateur literacy circles often associated with foreign language learning.
There are perhaps four main types of classic response:
f engagement: giving a personal reaction to the language, style or content, feeling drawn to an aspect of
the work or a character or characteristic of it;
f
interpretation: ascribing meaning or signicance to aspects of the work including content, motifs, character
motives, metaphor, etc.
f
analysis of certain aspects of the work including language, literary devices, context, characters, relationships, etc.
f
evaluation: giving a critical appraisal of technique, structure, the vision of the artist, the signicance of
the work, etc.
There is a fundamental dierence between the rst two categories (engagement and interpretation) and the
last two (analysis and evaluation). Describing a personal reaction and interpretation is cognitively far simpler
than giving a more intellectual analysis and/or evaluation. Therefore, two dierent scales are oered.
Expressing a personal response to creative texts (including literature)
This rst scale reects the approach taken in school sectors and in adult reading circles. It focuses on expression
of the eect that a work has on the user/learner as an individual. Key concepts operationalised in the scale
include the following:
f explaining what they liked, what interested them about the work;
f describing characters, saying which they identied with;
f relating aspects of the work to their own experience;
f relating feelings and emotions;
f personal interpretation of the work as a whole or of aspects of it.
Progression up the scale is characterised as follows: at the lower levels the user/learner can say whether they liked
the work, say how it made them feel, discuss characters and relate aspects of the work to their own experience,
with increased detail at B1. At B2 they can give more elaborate explanations, comment on the form of expression
and style and give their interpretation of the development of a plot, the characters and the themes in a story,
novel, lm or play. At the C levels, they can give broader and deeper interpretations, supporting them with
details and examples.
Expressing a personal response to creative texts (including literature)
C2
No descriptors available
C1
Can describe in detail a personal interpretation of a work, outlining their reactions to certain features and
explaining their signicance.
Can outline a personal interpretation of a character in a work: their psychological/emotional state, the
motives for their actions and the consequences of these actions.
B2
Can give a clear presentation of their reactions to a work, developing their ideas and supporting them with
examples and arguments.
Can give a personal interpretation of the development of a plot, the characters and themes in a story,
novel, lm or play.
Can describe their emotional response to a work and elaborate on the way in which it has evoked this
response.
Can express in some detail their reactions to the form of expression, style and content of a work, explaining
what they appreciated and why.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 107
Expressing a personal response to creative texts (including literature)
B1
Can explain why certain parts or aspects of a work especially interested them.
Can explain in some detail which character they most identied with and why.
Can relate events in a story, lm or play to similar events they have experienced or heard about.
Can relate the emotions experienced by a character to emotions they have experienced.
Can describe the emotions they experienced at a certain point in a story, e.g. the point(s) in a story when
they became anxious for a character, and explain why.
Can explain briey the feelings and opinions that a work provoked in them.
Can describe the personality of a character.
Can describe a character’s feelings and explain the reasons for them.
A2
Can express their reactions to a work, reporting their feelings and ideas in simple language.
Can state in simple language which aspects of a work especially interested them.
Can state whether they liked a work or not and explain why in simple language.
A1
Can use simple words/signs to state how a work made them feel.
Pre-A1
No descriptors available
Analysis and criticism of creative texts (including literature)
This scale represents an approach more common at an upper secondary and university level. It concerns more
formal, intellectual reactions. Aspects analysed include the signicance of events in a novel, the treatment of the
same themes in dierent works and other links between them, the extent to which a work follows conventions,
and more global evaluation of the work as a whole. Key concepts operationalised in the scale include:
f comparing dierent works;
f giving a reasoned opinion of a work;
f critically evaluating features of a work, including the eectiveness of its techniques.
Progression up the scale is characterised as follows: there are no descriptors for A1 and A2. Until B2, the focus is
on description rather than evaluation. At B2, the user/learner can analyse similarities and dierences between
works, giving a reasoned opinion and referring to the views of others. At C1, analysis becomes more subtle,
concerned with the way the work engages the audience, the extent to which it is conventional, or whether it
employs irony. At C2, the user/learner can recognise ner linguistic and stylistic subtleties, unpack connotations
and give more critical appraisals of the way in which structure, language and rhetorical devices are exploited in
a work of literature for a particular purpose.
Analysis and criticism of creative texts (including literature)
C2
Can give a critical appraisal of work of dierent periods and genres (e.g. novels, poems and plays),
appreciating subtle distinctions of style and implicit as well as explicit meaning.
Can recognise the ner subtleties of nuanced language, rhetorical eect and stylistic language use (e.g.
metaphors, abnormal syntax, ambiguity), interpreting and “unpacking” meanings and connotations.
Can critically evaluate the way in which structure, language and rhetorical devices are exploited in a work
for a particular purpose and give a reasoned argument concerning their appropriateness and eectiveness.
Can give a critical appreciation of deliberate breaches of linguistic conventions in a piece of writing.
C1
Can critically appraise a wide variety of texts including literary works of dierent periods and genres.
Can evaluate the extent to which a work follows the conventions of its genre.
Can describe and comment on ways in which the work engages the audience (e.g. by building up and
subverting expectations).
Page 108 3 CEFR – Companion volume
Analysis and criticism of creative texts (including literature)
B2
Can compare two works, considering themes, characters and scenes, exploring similarities and contrasts
and explaining the relevance of the connections between them.
Can give a reasoned opinion of a work, showing awareness of the thematic, structural and formal features
and referring to the opinions and arguments of others.
Can evaluate the way the work encourages identication with characters, giving examples.
Can describe the way in which dierent works dier in their treatment of the same theme.
B1
Can point out the most important episodes and events in a clearly structured narrative in everyday
language and explain the signicance of events and the connections between them.
Can describe the key themes and characters in short narratives involving familiar situations that contain
only high frequency everyday language.
A2
Can identify and briey describe, in basic formulaic language, the key themes and characters in short,
simple narratives involving familiar situations that contain only high frequency everyday language.
A1
No descriptors available
Pre-A1
No descriptors available
3.4.1.2. Mediating concepts
It is recognised in education that language is a tool used to think about a subject and to articulate that thinking
in a dynamic co-constructive process. A key component of the development of mediation scales, therefore,
is to capture this function. How can the user/learner facilitate access to knowledge and concepts through
language? There are two main ways in which this occurs: one is in the context of collaborative work and the
other is when someone has the ocial or unocial role of facilitator, teacher or trainer. In either context, it is
virtually impossible to develop concepts without preparing the ground for it by managing the relational issues
concerned. For this reason, two scales are presented for collaborating in a group, and for leading group work.
In each case the rst scale, presented on the left in the table, concerns establishing the conditions for eective
work (= relational mediation).
The second scale, presented on the right in the table, is concerned with the development and elaboration of
ideas (= cognitive mediation). As is the case with dierent aspects of communicative language competence, or
of plurilingual and pluricultural competence, distinctions are made to assist reection, but real communication
requires a holistic integration of dierent aspects. The four descriptor scales in this section thus form pairs, as
indicated below.
Establishing conditions Developing ideas
Collaborating in a group
Facilitating collaborative
interaction with peers
Collaborating to construct meaning
Leading group work
Managing interaction Encouraging conceptual talk
The two scales under “establishing conditions” focus on building and maintaining positive interactions and do
not deal directly with access to new knowledge and concepts. However, such mediation may well be a necessary
precursor or indeed parallel activity in order to facilitate the development of new knowledge. People must be
sensitive to others’ views, so a positive atmosphere is often a prerequisite for collaborative engagement that
may lead to new knowledge. Although these four scales are directly relevant to the educational domain, they
are not conned to the classroom because they are applicable to all domains where there is a need to move
people’s thinking forward.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 109
Facilitating collaborative interaction with peers
The user/learner contributes to successful collaboration in a group that they belong to, usually with a specic
shared objective or communicative task in mind. They are concerned with making conscious interventions where
appropriate to orient the discussion, balance contributions and help to overcome communication diculties
within the group. They do not have a designated lead role in the group, and are not concerned with creating a
lead role for themselves, being concerned solely with successful collaboration. Key concepts operationalised in
the scale include the following:
f
collaborative participation by consciously managing one’s own role and contributions to group communication;
f active orientation of teamwork by helping to review key points and consider or dene next steps;
f use of questions and contributions to move the discussion forward in a productive way;
f
use of questions and turntaking to balance contributions from other group members with their own
contributions.
Progression up the scale is characterised as follows: at A2, the user/learner can collaborate actively in simple,
shared tasks, provided someone helps them express their suggestions. At B1, the focus is on posing questions
and inviting others to contribute. By B2, the learner/user can refocus the discussion, helping to dene goals
and comparing ways of achieving them. At C1, they can help steer a discussion tactfully towards a conclusion.
Collaborating to construct meaning
This scale is concerned with stimulating and developing ideas as a member of a group. It is particularly relevant
to collaborative work in problem solving, brainstorming, concept development and project work.
Key concepts operationalised in the scale include the following:
f cognitively framing collaborative tasks by deciding on aims, processes and steps;
f co-constructing ideas/solutions;
f asking others to explain their thinking and identifying inconsistencies in their thought processes;
f summarising the discussion and deciding on next steps.
Progression up the scale is characterised as follows: the scale moves from simple questioning techniques and
the organisation of tasks at B1 to further developing other people’s ideas and opinions, co-developing ideas
(B2/B2+) to evaluating problems, challenges and proposals, highlighting inconsistencies in thinking (C1), and
guiding discussion eectively to a consensus at C2.
Page 110 3 CEFR – Companion volume
Collaborating in a group
Facilitating collaborative interaction with peers Collaborating to construct meaning
C2
No descriptors available
Can summarise, evaluate and link the various contributions in order to facilitate
agreement on a solution or a way forward.
C1
Can show sensitivity to dierent perspectives within a group, acknowledging
contributions and formulating any reservations, disagreements or criticisms in such
a way as to avoid or minimise any oence.
Can develop the interaction and tactfully help steer it towards a conclusion.
Can frame a discussion to decide on a course of action with a partner or group,
reporting on what others have said, summarising, elaborating and weighing up
multiple points of view.
Can evaluate problems, challenges and proposals in a collaborative discussion in
order to decide on the way forward.
Can highlight inconsistencies in thinking, and challenge others’ ideas in the
process of trying to reach a consensus.
B2
Can, based on people’s reactions, adjust the way they formulate questions and/or
intervene in a group interaction.
Can act as rapporteur in a group discussion, noting ideas and decisions, discussing
these with the group and later giving a summary of the group’s view(s) in a plenary.
Can highlight the main issue that needs to be resolved in a complex task and the
important aspects that need to be taken into account.
Can contribute to collaborative decision making and problem solving, expressing
and co-developing ideas, explaining details and making suggestions for future
action.
Can help organise the discussion in a group by reporting what others have said,
summarising, elaborating and weighing up dierent points of view.
Can ask questions to stimulate discussion on how to organise collaborative work.
Can help dene goals for teamwork and compare options for how to achieve them.
Can refocus a discussion by suggesting what to consider next, and how to proceed.
Can further develop other people’s ideas and opinions.
Can present their ideas in a group and pose questions that invite reactions from
other group members’ perspectives.
Can consider two dierent sides of an issue, giving arguments for and against, and
propose a solution or compromise.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 111
Collaborating in a group
Facilitating collaborative interaction with peers Collaborating to construct meaning
B1
Can collaborate on a shared task, e.g. formulating and responding to suggestions,
asking whether people agree, and proposing alternative approaches.
Can collaborate in simple, shared tasks and work towards a common goal in a
group by asking and answering straightforward questions.
Can dene the task in basic terms in a discussion and ask others to contribute their
expertise and experience.
Can organise the work in a straightforward collaborative task by stating the aim
and explaining in a simple manner the main issue that needs to be resolved.
Can use questions, comments and simple reformulations to maintain the focus of a
discussion.
Can invite other people in a group to contribute their views. Can ask a group member to give the reason(s) for their views.
Can repeat part of what someone has said to conrm mutual understanding and
help keep the development of ideas on course.
A2
Can collaborate in simple, shared tasks, provided other participants articulate
slowly and one or more people help them contribute and express their
suggestions.
Can ensure that the person they are addressing understands what they mean by
asking appropriate questions.
Can collaborate in simple, practical tasks, asking what others think, making
suggestions and understanding responses, provided they can ask for repetition or
reformulation from time to time.
Can make simple remarks and pose occasional questions to indicate that they are
following.
Can make suggestions in a simple way.
A1
Can invite others’ contributions to very simple tasks using short, simple phrases
prepared in advance. Can indicate that they understand and ask whether others
understand.
Can express an idea and ask what others think, using very simple words/signs and
phrases, provided they can prepare in advance.
Pre-A1
No descriptors available No descriptors available
Page 112 3 CEFR – Companion volume
Managing interaction
This scale is intended for situations in which the user/learner has a designated lead role to organise communicative
activity between members of a group or several groups, for example as a teacher, workshop facilitator, trainer or
meeting chair. They have a conscious approach to managing phases of communication that may include both
plenary communication with the whole group, and/or management of communication within and between
sub-groups. Key concepts operationalised in the scale include the following:
f leading plenary activity;
f giving instructions and checking understanding of communicative task objectives;
f monitoring and facilitating communication within the group or sub-groups without impeding the ow of
communication between group participants;
f reorienting communication in the group or sub-groups; intervening to put a group back on task;
f
adapting one’s own contributions and interactive role to support group communication, according to need.
Progression up the scale is characterised as follows: at B1 the user/learner can give clear instructions, allocate
turns, and bring participants in a group back to the task. These aspects are extended at B2 with explanations of
dierent roles, ground rules and an ability to put a group back on task with new instructions or to encourage more
balanced participation. Several descriptors on monitoring clustered at B2+; only one of these has been kept in
the scale. By C1, the user/learner can organise a varied and balanced sequence of plenary, group and individual
work, ensuring smooth transitions between the phases, intervening diplomatically in order to redirect discussion,
to prevent one person dominating or to confront disruptive behaviour. At C2, they can take on dierent roles
as appropriate, recognise undercurrents and give appropriate guidance, and provide individualised support.
Encouraging conceptual talk
Encouraging conceptual talk involves providing scaolding to enable another person or persons to themselves
construct a new concept, rather than passively following a lead. The user/learner may do this as a member of a
group, taking temporarily the role of facilitator, or they may have the designated role of an expert (for example,
an animator, teacher, trainer or manager) who is leading the group in order to help them understand concepts.
Key concepts operationalised in the scale include the following:
f asking questions to stimulate logical reasoning (dialogic talk);
f building contributions into logical, coherent discourse.
Progression up the scale is characterised as follows: the scale moves from showing interest at A1, through asking
simple questions to bring someone into a discussion or to ask someone’s opinion at A2, to monitoring discussion
and posing higher order questions at B2+ and above, in order to encourage logical reasoning, justication of
ideas and the construction of coherent lines of thinking.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 113
Leading group work
Managing interaction Encouraging conceptual talk
C2
Can take on dierent roles according to the needs of the participants and
requirements of the activity (resource person, mediator, supervisor, etc.) and
provide appropriate individualised support.
Can recognise undercurrents in interaction and take appropriate steps to guide the
direction of discussion.
Can eectively lead the development of ideas in a discussion of complex abstract
topics, giving direction by targeting questions and encouraging others to
elaborate on their reasoning.
C1
Can organise a varied and balanced sequence of plenary, group and individual
work, ensuring smooth transitions between the phases.
Can intervene diplomatically in order to redirect discussion, prevent one person
dominating or confront disruptive behaviour.
Can ask a series of open questions that build on dierent contributions in order to
stimulate logical reasoning (e.g. hypothesising, inferring, analysing, justifying and
predicting).
B2
Can organise and manage collaborative group work eciently.
Can monitor individual and group work non-intrusively, intervening to set a group
back on task or to ensure even participation.
Can intervene supportively in order to focus people’s attention on aspects of the
task by asking targeted questions and inviting suggestions.
Can encourage members of a group to describe and elaborate on their thinking.
Can encourage members of a group to build on one another’s information and
ideas to come up with a concept or solution.
Can explain the dierent roles of participants in the collaborative process, giving
clear instructions for group work.
Can explain ground rules of collaborative discussion in small groups that involves
problem solving or the evaluation of alternative proposals.
Can intervene when necessary to set a group back on task with new instructions or
to encourage more even participation.
Can formulate questions and feedback to encourage people to expand on their
thinking and justify or clarify their opinions.
Can build on people’s ideas and link them into coherent lines of thinking.
Can ask people to explain how an idea ts with the main topic under discussion.
B1
Can allocate turns in a discussion, inviting a participant to express their views. Can ask people to elaborate on specic points they made in their initial explanation.
Can ask appropriate questions to check understanding of concepts that have been
explained.
Can ask questions to invite people to clarify their reasoning.
Can give simple, clear instructions to organise an activity. Can ask why someone thinks something, or how they think something would
work.
A2
Can give very simple instructions to a co-operative group, given some help with
formulation when necessary.
Can ask what somebody thinks of a certain idea.
A1
No descriptors available
Can use simple isolated words/signs and non-verbal signals to show interest in an
idea.
Pre-A1
No descriptors available No descriptors available
Page 114 3 CEFR – Companion volume
3.4.1.3. Mediating communication
Despite the brevity of the presentation of mediation in the 2001 CEFR text, the social aspect is underlined.
Mediation concerns a language user who plays the role of intermediary between dierent interlocutors, engaged
in activities that “occupy an important place in the normal linguistic functioning of our societies” (CEFR Section
2.1.3). Language is of course not the only reason why people sometimes have diculty understanding one another.
Even if one thinks of mediation in terms of rendering a text comprehensible, the diculty in comprehension
may well be due to a lack of familiarity with the area or eld concerned. Understanding the other requires an
eort of translation from one’s own perspective to the other, keeping both perspectives in mind; sometimes
people need a third person or a third space in order to achieve this. Sometimes there are delicate situations,
tensions or even disagreements that need to be faced in order to create the conditions for any understanding
and hence any communication.
The descriptors for mediating communication will therefore have direct relevance to teachers, trainers, students
and professionals who wish to develop their awareness and competence in this area, in order to achieve better
outcomes in their communicative encounters in a particular language or languages, particularly when there is
an intercultural element involved.
Facilitating pluricultural space
This scale reects the notion of creating a shared space between linguistically and culturally dierent interlocutors
(that is, the capacity to deal with “otherness”, to identify similarities and dierences, to build on known and
unknown cultural features, and so on) in order to enable communication and collaboration. The user/learner
aims to facilitate a positive interactive environment for successful communication between participants
of dierent cultural backgrounds, including in multicultural contexts. Rather than simply building on their
pluricultural repertoire to gain acceptance and to enhance their own mission or message (see “Building on
pluricultural repertoire”), they are engaged as a cultural mediator: creating a neutral, trusted, shared “space” in
order to enhance communication between others. They aim to expand and deepen intercultural understanding
between participants in order to avoid and/or overcome any potential communication diculties arising from
contrasting cultural viewpoints. Naturally, the mediator themselves needs a continually developing awareness of
sociocultural and sociolinguistic dierences aecting cross-cultural communication. Key concepts operationalised
in the scale include the following:
f
using questions and showing interest to promote understanding of cultural norms and perspectives
between participants;
f demonstrating sensitivity to and respect for dierent sociocultural and sociolinguistic perspectives and
norms;
f
anticipating, dealing with and/or repairing misunderstandings arising from sociocultural and sociolinguistic
dierences.
Progression up the scale is characterised as follows: at B1 the emphasis is on introducing people and showing
interest and empathy by asking and answering questions. By B2+, appreciation of dierent perspectives and
exibility are central: the ability to belong to a group yet maintain balance and distance, express oneself sensitively,
clarify misunderstandings and explain how things were meant. This aspect is developed further in the C levels,
where the user/learner can control their actions and expression according to context, making subtle adjustments
in order to prevent and/or repair misunderstandings and cultural incidents. By C2, they can mediate eectively
and naturally, taking account of sociocultural and sociolinguistic dierences.
Facilitating pluricultural space
C2
Can mediate eectively and naturally between members of their own and other communities, taking
account of sociocultural and sociolinguistic dierences.
Can guide a sensitive discussion eectively, identifying nuances and undercurrents.
C1
Can act as a mediator in intercultural encounters, contributing to a shared communication culture by
managing ambiguity, oering advice and support, and heading o misunderstandings.
Can anticipate how people might misunderstand what has been said or written and can help maintain
positive interaction by commenting on and interpreting dierent cultural perspectives on the issue
concerned.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 115
Facilitating pluricultural space
B2
Can exploit knowledge of sociocultural conventions in order to establish a consensus on how to proceed in
a particular situation that is unfamiliar to everyone involved.
Can, in intercultural encounters, demonstrate appreciation of perspectives other than that of their own
worldview, and express themselves in a way appropriate to the context.
Can clarify misunderstandings and misinterpretations during intercultural encounters, suggesting how
things were actually meant in order to clear the air and move the discussion forward.
Can encourage a shared communication culture by expressing understanding and appreciation of dierent
ideas, feelings and viewpoints, and inviting participants to contribute and react to each other’s ideas.
Can work collaboratively with people who have dierent cultural orientations, discussing similarities and
dierences in views and perspectives.
Can, when collaborating with people from other cultures, adapt the way they work in order to create
shared procedures.
B1
Can support communication across cultures by initiating conversation, showing interest and empathy by
asking and answering simple questions, and expressing agreement and understanding.
Can act in a supportive manner in intercultural encounters, recognising the feelings and dierent
worldviews of other members of the group.
Can support an intercultural exchange using a limited repertoire to introduce people from dierent
cultural backgrounds and to ask and answer questions, showing awareness that some questions may be
perceived dierently in the cultures concerned.
Can help develop a shared communication culture, by exchanging information in a simple way about
values and attitudes to language and culture.
A2
Can contribute to an intercultural exchange, using simple words/signs to ask people to explain things and
to get clarication of what they say, while exploiting a limited repertoire to express agreement, to invite, to
thank, etc.
A1
Can facilitate an intercultural exchange by showing a welcoming attitude and interest with simple words/
signs and non-verbal signals, by inviting others to contribute, and by indicating whether they understand
when addressed directly.
Pre-A1
No descriptors available
Acting as an intermediary in informal situations (with friends and colleagues)
This scale is intended for situations in which the user/learner as a plurilingual individual mediates across
languages and cultures to the best of their ability in an informal situation in the public, private, occupational
or educational domain. The scale is therefore not concerned with the activities of professional interpreters. The
mediation may be in one direction (for example, during a welcome speech) or in two directions (for example,
during a conversation). Key concepts operationalised in the scale include the following:
f informally communicating the sense of what speakers/signers are saying in a conversation;
f conveying important information (for example, in a situation at work);
f repeating the sense of what is expressed in speeches and presentations.
Progression up the scale is characterised as follows: at the A levels, the user/learner can assist in a very simple
manner, but by A2+ and B1 they can mediate in predictable everyday situations. However, such assistance is
dependent on the interlocutors being supportive in that they alter their expression or will repeat information
as necessary. At B2, the user/learner can mediate competently within their elds of interest, given the pauses
to do so, and by C1 they can do this uently on a wide range of subjects. At C2 the user/learner can also convey
the meaning of the interlocutors faithfully, reecting the style, register and cultural context.
Page 116 3 CEFR – Companion volume
Acting as an intermediary in informal situations (with friends and colleagues)
C2
Can communicate in a clear, uent, well-structured way (in Language B) the sense of what is said (in
Language A) on a wide range of general and specialised topics, maintaining appropriate style and register,
conveying ner shades of meaning and elaborating on sociocultural implications.
C1
Can communicate uently (in Language B) the sense of what is said (in Language A) on a wide range of
subjects of personal, academic and professional interest, conveying signicant information clearly and
concisely as well as explaining cultural references.
B2
Can mediate (between Language A and Language B) conveying detailed information, drawing the
attention of both sides to background information and sociocultural cues, and posing clarication and
follow-up questions or statements as necessary.
Can communicate (in Language B) the sense of what is said in a welcome address, anecdote or
presentation in their eld (given in Language A), interpreting cultural cues appropriately and giving
additional explanations when necessary, provided the presenter stops frequently in order to allow time for
them to do so.
Can communicate (in Language B) the sense of what is said (in Language A) on subjects within their
elds of interest, conveying and when necessary explaining the signicance of important statements and
viewpoints, provided the interlocutors give clarications if needed.
B1
Can communicate (in Language B) the main sense of what is said (in Language A) on subjects within their
elds of interest, conveying straightforward factual information and explicit cultural references, provided
they can prepare beforehand and that the interlocutors articulate clearly in everyday language.
Can communicate (in Language B) the main sense of what is said (in Language A) on subjects of personal
interest, while following important politeness conventions, provided the interlocutors articulate clearly and
they can ask for clarication and pause to plan how to express things.
A2
Can communicate (in Language B) the overall sense of what is said (in Language A) in everyday situations,
following basic cultural conventions and conveying the essential information, provided this is articulated
clearly and they can ask for repetition and clarication.
Can communicate (in Language B) the main point of what is said (in Language A) in predictable everyday
situations, conveying back and forth information about personal wants and needs, provided other people
help with formulation.
A1
Can communicate (in Language B) other people’s personal details and very simple, predictable information
(in Language A), provided other people help with formulation.
Pre-A1
No descriptors available
Facilitating communication in delicate situations and disagreements
This scale is intended for situations in which the user/learner may have a formal role to mediate in a disagreement
between third parties, or may informally try to resolve a misunderstanding, delicate situation or disagreement
between them. The user/learner is primarily concerned with clarifying what the problem is and what the parties
want, helping them understand each other’s positions. They may well attempt to persuade the third parties
to move closer to a resolution of the issue. They are not at all concerned with their own viewpoint, but seek
balance in the representation of the viewpoints of the other parties involved in the discussion. Key concepts
operationalised in the scale include the following:
f
exploring in a sensitive and balanced way the dierent viewpoints represented by participants in the dialogue;
f elaborating on viewpoints expressed to enhance and deepen participants’ understanding of the issues
discussed;
f establishing common ground;
f establishing possible areas of concession between participants;
f mediating a shift in viewpoint of one or more participants, to move closer to an agreement or resolution.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 117
Progression up the scale is characterised as follows: at the A levels, the user/learner can recognise when
disagreements occur. At B1, they can obtain explanations, demonstrate understanding of the issues and
seek clarications where necessary. At B2, they can outline the main issues and the positions of the parties
concerned, identify common ground, highlight possible solutions and summarise what is agreed on. These
skills are deepened at B2+, with the user/learner showing detailed awareness of the issues and eliciting possible
solutions. At the C levels, they have the diplomatic and persuasive language to do this more eectively, guiding
a delicate discussion sensitively.
Facilitating communication in delicate situations and disagreements
C2
Can deal tactfully with a disruptive participant, framing any remarks diplomatically in relation to the
situation and cultural perceptions.
Can condently take a rm but diplomatic stance over an issue of principle, while showing respect for the
viewpoints of others.
C1
Can demonstrate sensitivity to dierent viewpoints, using repetition and paraphrase to demonstrate a
detailed understanding of each party’s requirements for an agreement.
Can formulate a diplomatic request to each side in a disagreement to determine what is central to their
position, and what they may be willing to give up under certain circumstances.
Can use persuasive language to suggest that parties in disagreement shift towards a new position.
B2
Can elicit possible solutions from parties in disagreement in order to help them to reach consensus,
formulating open-ended, neutral questions to minimise embarrassment or oence.
Can help the parties in a disagreement better understand each other by restating and reframing their
positions more clearly and by prioritising needs and goals.
Can formulate a clear and accurate summary of what has been agreed and what is expected from each of
the parties.
Can, by asking questions, identify areas of common ground and invite each side to highlight possible
solutions.
Can outline the main points in a disagreement with reasonable precision and explain the positions of the
parties involved.
Can summarise the statements made by the two sides, highlighting areas of agreement and obstacles to
agreement.
B1
Can ask parties in a disagreement to explain their point of view, and can respond briey to their
explanations, provided the topic is familiar to them and the parties express themselves clearly.
Can demonstrate their understanding of the key issues in a disagreement on a topic familiar to them and
make simple requests for conrmation and/or clarication.
A2
Can recognise when people disagree or when diculties occur in interaction and adapt memorised, simple
phrases to seek compromise and agreement.
A1
Can recognise when people disagree or when someone has a problem and can use memorised, simple
expressions (e.g. “I understand” or “Are you okay?”) to indicate sympathy.
Pre-A1
No descriptors available
3.4.2. Mediation strategies
The user/learner’s ability to mediate does not only involve being linguistically competent in the relevant language
or languages; it also entails using mediation strategies that are appropriate in relation to the conventions,
conditions and constraints of the communicative context. Mediation strategies are the techniques employed to
clarify meaning and facilitate understanding. As a mediator, the user/learner may need to shuttle between people,
between texts, between types of discourse and between languages, varieties or modalities, depending on the
mediation context. The strategies here presented are communication strategies, that is, ways of helping people
to understand, during the actual process of mediation. They concern the way source content is processed for the
Page 118 3 CEFR – Companion volume
recipient. For instance, is it necessary to elaborate it, to condense it, to paraphrase it, to simplify it, to illustrate it
with metaphors or visuals? The strategies are presented separately because they apply to many of the activities.
3.4.2.1. Strategies to explain a new concept
Linking to previous knowledge
Establishing links to previous knowledge is a signicant part of the mediation process since it is an essential
part of the learning process. The mediator may explain new information by making comparisons, by describing
how it relates to something the recipient already knows or by helping recipients activate previous knowledge,
for example. Links may be made to other texts, relating new information and concepts to previous material,
and to background knowledge of the world. Key concepts operationalised in the scale include the following:
f posing questions to encourage people to activate prior knowledge;
f making comparisons and/or links between new and prior knowledge;
f providing examples and denitions.
Progression up the scale is characterised as follows: there is a progression from comparison to familiar everyday
experience at B1, through awareness raising with clear explanations of links at B2, to extended, spontaneous
denition of complex concepts that draw on previous knowledge at C2.
Adapting language
The user/learner may need to employ shifts in use of language, style and/or register in order to incorporate the
content of a text into a new text of a dierent genre and register. This may be done through the inclusion of
synonyms, similes, simplication or paraphrasing. Key concepts operationalised in the scale include the following:
f paraphrasing;
f adapting delivery;
f explaining technical terminology.
Progression up the scale is characterised as follows: from A2 to B2 the user/learner can exploit paraphrasing
and simplication to make the content of texts more accessible. B2 descriptors concern paraphrasing dicult
concepts and technical topics comprehensible with paraphrasing, and conscious adaptation of the language
used. At the C levels, concepts are technical or complex, and the user/learner is able to present the content in a
dierent genre or register that is appropriate for the audience and purpose.
Breaking down complicated information
Understanding can often be enhanced by breaking down complicated information into constituent parts,
and showing how these parts t together to give the whole picture. Key concepts operationalised in the scale
include the following:
f breaking a process into a series of steps;
f presenting ideas or instructions as bullet points;
f presenting separately the main points in a chain of argument.
Progression up the scale is characterised as follows: at B1 the user/learner can present instructions or informational
text one point at a time. At B2, they can break down complicated processes or arguments and present their
components separately. At C1, there is an added emphasis on reinforcement and recapitulation, and at C2 the
user/learner can explain the relationship of parts to the whole and encourage dierent ways of analysing the issue.
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 119
Strategies to explain a new concept
Linking to previous knowledge Adapting language Breaking down complicated information
C2
Can introduce complex concepts (e.g. scientic
notions) by providing extended denitions and
explanations that draw on previous knowledge that
can be assumed.
Can adapt the language of a very wide range of texts
in order to present the main content in a register and
degree of sophistication and detail appropriate to the
audience concerned.
Can facilitate understanding of a complex issue by
explaining the relationship of parts to the whole and
encourage dierent ways of approaching it.
C1
Can spontaneously pose a series of questions
to encourage people to think about their prior
knowledge of an abstract issue and to help them
establish a link to what is going to be explained.
Can explain technical terminology and dicult
concepts when communicating with non-experts
about matters within their own eld of specialisation.
Can adapt their language (e.g. syntax, idiomaticity,
jargon) in order to make a complex specialist topic
accessible to recipients who are not familiar with it.
Can paraphrase and interpret complex, technical
texts, using suitably non-technical language for a
recipient who does not have specialist knowledge.
Can facilitate understanding of a complex issue
by highlighting and categorising the main points,
presenting them in a logically connected pattern, and
reinforcing the message by repeating the key aspects
in dierent ways.
B2
Can clearly explain the connections between the
goals of the session and the personal or professional
interests and experiences of the participant(s).
Can explain technical topics within their eld, using
suitably non-technical language for a recipient who
does not have specialist knowledge.
Can make a specic, complex piece of information
in their eld clearer and more explicit for others by
paraphrasing it in simpler language.
Can make a complicated issue easier to understand
by presenting the components of the argument
separately.
Can formulate questions and give feedback to
encourage people to make connections to previous
knowledge and experiences.
Can explain a new concept or procedure by
comparing and contrasting it to one that people are
already familiar with.
Can make accessible for others the main contents
of a text on a subject of interest (e.g. an essay, a
forum discussion, a presentation) by paraphrasing in
simpler language.
Can make a complicated process easier to understand
by breaking it down into a series of smaller steps.
Page 120 3 CEFR – Companion volume
Strategies to explain a new concept
Linking to previous knowledge Adapting language Breaking down complicated information
B1
Can explain how something works by providing
examples that draw on people’s everyday
experiences.
Can paraphrase more simply the main points made
in short, straightforward texts on familiar subjects
(e.g. short magazine articles, interviews) to make the
contents accessible for others.
Can make a short instructional or informational
text easier to understand by presenting it as a list of
separate points.
Can show how new information is related to what
people are familiar with by asking simple questions.
Can paraphrase short passages in a simple fashion,
using the original order of the text.
Can make a set of instructions easier to understand
by repeating them slowly, a few words/signs at a
time, employing verbal and non-verbal emphasis to
facilitate understanding.
A2
No descriptors available Can repeat the main point of a simple message on an
everyday subject, using dierent formulation to help
someone else understand it.
No descriptors available
A1
No descriptors available No descriptors available No descriptors available
Pre-A1
No descriptors available No descriptors available No descriptors available
The CEFR Illustrative Descriptor Scales: communicative language activities and strategies Page 121
3.4.2.2. Strategies to simplify a text
Amplifying a dense text
Density of information is often an obstacle to understanding. This scale is concerned with the expansion of the
input source through the inclusion of helpful information, examples, details, background information, reasoning
and explanatory comments. Key concepts operationalised in the scale include the following:
f using repetition and redundancy, for example by paraphrasing in dierent ways;
f modifying style to explain things more explicitly;
f giving examples.
Progression up the scale is characterised as follows: at B1 and B2 the emphasis is on providing repetition and
further examples, whereas at the C levels the focus is more on elaboration and explanation, adding helpful detail.
Streamlining a text
This scale is concerned with the opposite to “Amplifying” in the scale above, namely pruning a written text to
its essential message(s). This may involve expressing the same information more economically by eliminating
repetition and digressions, and excluding those sections of the source that do not add relevant new information.
However, it may also involve regrouping the source ideas in order to highlight important points, to draw
conclusions or to compare and contrast them. Key concepts operationalised in the scale include the following:
f highlighting key information;
f eliminating repetition and digressions;
f excluding what is not relevant for the audience.
Progression up the scale is characterised as follows: highlighting may be simply underlining or inserting marks
in the margin at A2+/B1 but becomes a complete rewrite of the source text at C2. At B2, the learner is able to
edit the source text to remove irrelevance and repetition. At the C levels, the focus switches to tailoring a source
text for a particular audience.
Page 122 3 CEFR – Companion volume
Strategies to simplify a text
Amplifying a dense text Streamlining a text
C2
Can elucidate the information given in texts on complex academic or professional
topics by elaborating and providing examples.
Can redraft a complex source text, improving coherence, cohesion and the ow of
an argument, while removing sections unnecessary for its purpose.
C1
Can make complex, challenging content more accessible by explaining dicult
aspects more explicitly and adding helpful detail.
Can make the main points contained in a complex text more accessible to the
target audience by adding redundancy, explaining, and modifying style and
register.
Can reorganise a complex source text in order to focus on the points of most
relevance to the target audience.
B2
Can make the content of a text on a subject in their elds of interest more
accessible to a target audience by adding examples, reasoning and explanatory
comments.
Can simplify a source text by excluding non-relevant or repetitive information and
taking into consideration the intended audience.
Can make concepts on subjects in their elds of interest more accessible by giving
concrete examples, recapitulating step by step and repeating the main points.
Can make new information more accessible by using repetition and adding
illustrations.
Can edit a source text by deleting the parts that do not add new information that
is relevant for a given audience in order to make the signicant content more
accessible for them.
Can identify related or repeated information in dierent parts of a text and merge
it in order to make the essential message clearer.
B1
Can make an aspect of an everyday topic clearer and more explicit by conveying
the main information in another way.
Can identify and mark (e.g. underline, highlight) the essential information in
a straightforward, informational text, in order to pass this information on to
someone else.
Can make an aspect of an everyday topic clearer by providing simple examples.
A2
No descriptors available Can identify and mark (e.g. underline, highlight) the key sentences in a short
everyday text.
A1
No descriptors available No descriptors available
Pre-A1
No descriptors available No descriptors available
Page 123
Chapter 4
THE CEFR ILLUSTRATIVE DESCRIPTOR
SCALES: PLURILINGUAL AND
PLURICULTURAL COMPETENCE
The notions of plurilingualism and pluriculturalism presented in the CEFR 2001 (Sections 1.3, 1.4, and 6.1.3) were
the starting point for the development of descriptors in this area. The plurilingual vision associated with the CEFR
gives value to cultural and linguistic diversity at the level of the individual. It promotes the need for learners as
“social agents” to draw on all their linguistic and cultural resources and experiences in order to fully participate
in social and educational contexts, achieving mutual understanding, gaining access to knowledge and in turn,
further developing their linguistic and cultural repertoire. As the CEFR 2001 states:
the plurilingual approach emphasises the fact that as an individual person’s experience of language in its cultural
contexts expands, from the language of the home to that of society at large and then to the languages of other peoples
(whether learnt at school or college, or by direct experience), he or she does not keep these languages and cultures in
strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge
and experience of language contributes and in which languages interrelate and interact. (CEFR 2001 Section 1.3)
Figure 15 – Plurilingual and pluricultural competence
Plurilingual and pluricultural
competence
Building
on pluricultural
repertoire
Plurilingual
comprehension
Building
on plurilingual
repertoire
The vision of the learner as a social agent in the action-oriented approach takes these concepts further in relation
to language education, considering that:
the aim of language education is profoundly modied. It is no longer seen as simply to achieve “mastery” of one or
two, or even three languages, each taken in isolation, with the “ideal native speaker” as the ultimate model. Instead,
the aim is to develop a linguistic repertory, in which all linguistic abilities have a place. (CEFR 2001 Section 1.3)
In the development of descriptors, the following points mentioned specically in the CEFR 2001 were given
particular attention:
f languages are interrelated and interconnected, especially at the level of the individual;
f languages and cultures are not kept in separated mental compartments;
f all knowledge and experience of languages contribute to building up communicative competence;
f
balanced mastery of dierent languages is not the goal, but rather the ability (and willingness) to modulate
their usage according to the social and communicative situation;
f
barriers between languages can be overcome in communication, and dierent languages can be used
purposefully for conveying messages in the same situation.
Page 124 3 CEFR – Companion volume
Other concepts were also taken into consideration after analysing recent literature:
f capacity to deal with “otherness” to identify similarities and dierences, to build on known and unknown
cultural features, etc. in order to enable communication and collaboration;
f willingness to act as an intercultural mediator;
f
proactive capacity to use knowledge of familiar languages to understand new languages, looking for
cognates and internationalisms in order to make sense of texts in unknown languages – while being aware
of the danger of “false friends”;
f
capacity to respond in a sociolinguistically appropriate way by incorporating elements of other languages
and/or variations of languages in their own discourse for communication purposes;
f capacity to exploit one’s linguistic repertoire by purposefully blending, embedding and alternating lan-
guages at the levels of utterance and discourse;
f readiness and capacity to expand linguistic/plurilinguistic and cultural/pluricultural awareness through
an attitude of openness and curiosity.
The reason for associating descriptors in this area with CEFR levels is to provide support to curriculum developers
and teachers in their eorts (a) to broaden the perspective of language education in their context and (b) to
acknowledge and value the linguistic and cultural diversity of their learners. The provision of descriptors in levels
is intended to facilitate the selection of relevant plurilingual/pluricultural aims, which are also realistic in relation
to the language level of the user/learners concerned.
The scale “Facilitating pluricultural space” is included in the section “Mediating communication”, rather than here,
because it focuses on a more proactive role as an intercultural mediator. The three scales in this section describe
aspects of the broader conceptual area concerning plurilingual and intercultural education.
This area is the subject of the framework of reference for pluralistic approaches to languages and cultures
(FREPA/CARAP), which lists dierent aspects of plurilingual and intercultural competences in a hypertextual
structure independent of language level, organised according to three broad areas: knowledge (savoir), attitudes
(savoir-être) and skills (savoir-faire). Users may wish to consult FREPA/CARAP for further reection and for access
to related training materials in this area.
Building on pluricultural repertoire
Many notions that appear in the literature and descriptors for intercultural competence are included, for example:
f the need to deal with ambiguity when faced with cultural diversity, adjusting reactions, modifying lan-
guage, etc.
f
the need for understanding that dierent cultures may have dierent practices and norms, and that actions
may be perceived dierently by people belonging to other cultures;
f the need to take into consideration dierences in behaviours (including gestures, tones and attitudes),
discussing over-generalisations and stereotypes;
f the need to recognise similarities and use them as a basis to improve communication;
f willingness to show sensitivity to dierences;
f readiness to oer and ask for clarication, anticipating possible risks of misunderstanding.
Key concepts operationalised in the scale at most levels include the following:
f recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues;
f recognising and interpreting similarities and dierences in perspectives, practices and events;
f evaluating neutrally and critically.
Progression up the scale is characterised as follows: at the A levels the user/learner is capable of recognising
potential causes of culturally based complications in communication and of acting appropriately in simple
everyday exchanges. At B1 they can generally respond to the most commonly used cultural cues, act according
to socio-pragmatic conventions and explain or discuss features of their own and other cultures. At B2, the user/
learner can engage eectively in communication, coping with most diculties that occur, and is usually able
to recognise and repair misunderstandings. At the C levels, this develops into an ability to explain sensitively
the background to cultural beliefs, values and practices, interpret and discuss aspects of them, cope with
sociolinguistic and pragmatic ambiguity and express reactions constructively with cultural appropriateness.
The CEFR Illustrative Descriptor Scales: plurilingual and pluricultural competence Page 125
Building on pluricultural repertoire
C2
Can initiate and control their actions and forms of expression according to context, showing awareness of
cultural dierences and making subtle adjustments in order to prevent and/or repair misunderstandings
and cultural incidents.
C1
Can identify dierences in sociolinguistic/-pragmatic conventions, critically reect on them and adjust their
communication accordingly.
Can sensitively explain the background to and interpret and discuss aspects of cultural values and practices
drawing on intercultural encounters, reading, lm, etc.
Can deal with ambiguity in cross-cultural communication and express their reactions constructively and
culturally appropriately in order to bring clarity.
B2
**Can describe and evaluate the viewpoints and practices of their own and other social groups, showing
awareness of the implicit values on which judgments and prejudices are frequently based.
**Can explain their interpretation of the cultural assumptions, preconceptions, stereotypes and prejudices
of their own community and of other communities that they are familiar with.
**Can interpret and explain a document or event from another culture and relate it to documents or events
from their own culture(s) and/or from cultures with which they are familiar.
**Can discuss the objectivity and balance of information and opinions expressed in the media about their
own and other communities.
Can identify and reect on similarities and dierences in culturally determined behavioural patterns (e.g.
gestures and speech volume or, for sign languages, sign size) and discuss their signicance in order to
negotiate mutual understanding.
Can, in an intercultural encounter, recognise that what one normally takes for granted in a particular
situation is not necessarily shared by others, and can react and express themselves appropriately.
Can generally interpret cultural cues appropriately in the culture concerned.
Can reect on and explain particular ways of communicating in their own and other cultures, and the risks
of misunderstanding they generate.
B1
Can generally act according to conventions regarding posture, eye contact and distance from others.
Can generally respond appropriately to the most commonly used cultural cues.
Can explain features of their own culture to members of another culture or explain features of the other
culture to members of their own culture.
Can explain in simple terms how their own values and behaviours inuence their views of other people’s
values and behaviours.
Can discuss in simple terms the way in which things that may look “strange” to them in another
sociocultural context may well be “normal” for the other people concerned.
Can discuss in simple terms the way their own culturally determined actions may be perceived dierently
by people from other cultures.
A2
Can recognise and apply basic cultural conventions associated with everyday social exchanges (e.g.
dierent greetings, rituals).
Can act appropriately in everyday greetings, farewells and expressions of thanks and apology, although
they have diculty coping with any departure from the routine.
Can recognise that their behaviour in an everyday transaction may convey a message dierent from the
one they intend, and can try to explain this simply.
Can recognise when diculties occur in interaction with members of other cultures, even though they may
not be sure how to behave in the situation.
A1
Can recognise diering ways of numbering, measuring distance, telling the time, etc. even though they
may have diculty applying this in even simple everyday transactions of a concrete type.
Pre-A1
No descriptors available
Descriptors marked with asterisks (**) represent a high level for B2. They may also be suitable for the C levels.
Page 126 3 CEFR – Companion volume
Plurilingual comprehension
The main notion represented by this scale is capacity to use knowledge of and prociency (even partial) in one
or more languages as leverage for approaching texts in other languages, in order to achieve a communication
goal. Key concepts operationalised in the scale include the following:
f openness and exibility to work with dierent elements from dierent languages;
f exploiting cues;
f exploiting similarities, recognising “false friends” (from B1 up);
f exploiting parallel sources in dierent languages (from B1 up);
f collating information from all available sources (in dierent languages).
Progression up the scale is characterised as follows: going up the scale, the focus moves from the lexical level
to the use of co-text and contextual or genre-related clues. A more analytical ability is present at the B levels,
exploiting similarities, recognising “false friends” and exploiting parallel sources in dierent languages. There
are no descriptors for the C levels, perhaps because the sources used focused on the A and B levels.
Note: What is calibrated in this scale is the practical functional ability to exploit plurilingualism for comprehension.
In any particular context, when specic languages are concerned, users may wish to complete the descriptor by
specifying those languages, replacing the expressions underlined and in italics in the descriptor.
For example, the B1 descriptor:
Can deduce the message of a text by exploiting what they have understood from texts on the same theme
in dierent languages (e.g. news in brief, museum brochures, online reviews)
might be presented as:
Can deduce the message of a text in German by exploiting what they have understood from texts on the
same theme in French and English (e.g. news in brief, museum brochures, online reviews).
Plurilingual comprehension
C2
No descriptors available, see B2
C1
No descriptors available, see B2
B2
Can use their knowledge of contrasting genre conventions and textual patterns in languages in their
plurilingual repertoire in order to support comprehension.
B1
Can use what they have understood in one language to understand the topic and main message of a text in
another language (e.g. when reading short newspaper articles in dierent languages on the same theme).
Can use parallel translations of texts (e.g. magazine articles, stories, passages from novels) to develop
comprehension in dierent languages.
Can deduce the message of a text by exploiting what they have understood from texts on the same theme
in dierent languages (e.g. news in brief, museum brochures, online reviews).
Can extract information from documents in dierent languages in their eld (e.g. to include in a
presentation).
Can recognise similarities and contrasts between the way concepts are expressed in dierent languages, in
order to distinguish between identical uses of the same word/sign and “false friends”.
Can use their knowledge of contrasting grammatical structures and functional expressions of languages in
their plurilingual repertoire in order to support comprehension.
The CEFR Illustrative Descriptor Scales: plurilingual and pluricultural competence Page 127
Plurilingual comprehension
A2
Can understand short, clearly articulated announcements by piecing together what they understand from
the available versions in dierent languages.
Can understand short, clearly expressed messages and instructions by piecing together what they
understand from the versions in dierent languages.
Can use simple warnings, instructions and product information given in parallel in dierent languages to
nd relevant information.
A1
Can recognise internationalisms and words/signs common to dierent languages (e.g. haus/hus/house) to:
- deduce the meaning of simple signs and notices;
- identify the probable message of a short, simple text;
- follow in outline short, simple social exchanges conducted very slowly and clearly in their presence;
- deduce what people are trying to say directly to them, provided the articulation is very slow and clear,
with repetition if necessary.
Pre-A1
No descriptors available
Building on plurilingual repertoire
In this scale we nd aspects that characterise both the previous scales. As the social agent is building on their
pluricultural repertoire, they are also engaged in exploiting all available linguistic resources in order to communicate
eectively in a multilingual context and/or in a classic mediation situation in which the other people do not
share a common language. Key concepts operationalised in the scale include the following:
f exible adaptation to the situation;
f anticipation as to when and to what extent the use of several languages is useful and appropriate;
f adjusting language according to the linguistic skills of interlocutors;
f blending and alternating between languages where necessary;
f explaining and clarifying in dierent languages;
f encouraging people to use dierent languages by giving an example.
Progression up the scale is characterised as follows: at the A levels, the focus is on exploiting all possible
resources in order to handle a simple everyday transaction. From the B levels, language begins to be manipulated
creatively, with the user/learner alternating exibly between languages at B2 in order to make others feel more
comfortable, provide clarications, communicate specialised information and in general increase the eciency
of communication. At the C levels this focus continues, with the addition of an ability to gloss and explain
sophisticated abstract concepts in dierent languages. Overall there is also a progression from embedding single
words/signs from other languages to explaining particularly apt expressions, and exploiting metaphors for eect.
Note: What is calibrated in this scale is the practical functional ability to exploit plurilingualism. In any particular
context, when specic languages are concerned, users may wish to complete the descriptor by specifying those
languages, replacing the expressions underlined and in italics in the descriptor.
For example, the B2 descriptor
Can make use of dierent languages in their plurilingual repertoire during collaborative interaction, in
order to clarify the nature of a task, the main steps, the decisions to be taken and the outcomes expected
might be presented as:
Can make use of English, Spanish and French during collaborative interaction, in order to clarify the nature
of a task, the main steps, the decisions to be taken and the outcomes expected.
Page 128 3 CEFR – Companion volume
Building on plurilingual repertoire
C2
Can interact in a multilingual context on abstract and specialised topics by alternating exibly between
languages in their plurilingual repertoire and if necessary explaining the dierent contributions made.
Can explore similarities and dierences between metaphors and other gures of speech in the languages in
their plurilingual repertoire, either for rhetorical eect or for fun.
C1
Can alternate between languages exibly to facilitate communication in a multilingual context,
summarising and glossing in dierent languages in their plurilingual repertoire contributions to the
discussion and texts referred to.
Can participate eectively in a conversation in two or more languages in their plurilingual repertoire,
adjusting to the changes of language and catering to the needs and linguistic skills of the interlocutors.
Can use and explain specialised terminology from another language in their plurilingual repertoire more
familiar to the interlocutor(s), in order to improve understanding in a discussion of abstract and specialised
topics.
Can respond spontaneously and exibly in the appropriate language when someone else changes to
another language in their plurilingual repertoire.
Can support comprehension and discussion of a text spoken, signed or written in one language by
explaining, summarising, clarifying and expanding it in another language in their plurilingual repertoire.
B2
**Can recognise the extent to which it is appropriate to make exible use of dierent languages in their
plurilingual repertoire in a specic situation, in order to increase the eciency of communication.
**Can alternate eciently between languages in their plurilingual repertoire in order to facilitate
comprehension with and between third parties who lack a common language.
**Can introduce into an utterance an expression from another language in their plurilingual repertoire
that is particularly apt for the situation/concept being discussed, explaining it for the interlocutor when
necessary.
Can alternate between languages in their plurilingual repertoire in order to communicate specialised
information and issues on a subject in their eld of interest to dierent interlocutors.
Can make use of dierent languages in their plurilingual repertoire during collaborative interaction, in order
to clarify the nature of a task, the main steps, the decisions to be taken and the outcomes expected.
Can make use of dierent languages in their plurilingual repertoire to encourage other people to use the
language in which they feel more comfortable.
B1
Can exploit creatively their limited repertoire in dierent languages in their plurilingual repertoire for
everyday contexts, in order to cope with an unexpected situation.
A2
Can mobilise their limited repertoire in dierent languages in order to explain a problem or to ask for help
or clarication.
Can use simple words/signs and phrases from dierent languages in their plurilingual repertoire to conduct a
simple, practical transaction or information exchange.
Can use a simple word/sign from another language in their plurilingual repertoire to make themselves
understood in a routine everyday situation, when they cannot think of an adequate expression in the
language being used.
A1
Can use a very limited repertoire in dierent languages to conduct a very basic, concrete, everyday
transaction with a collaborative interlocutor.
Pre-A1
No descriptors available
Descriptors marked with asterisks (**) represent a high level for B2. They may also be suitable for the C levels.
Page 129
Chapter 5
THE CEFR ILLUSTRATIVE DESCRIPTOR SCALES:
COMMUNICATIVE LANGUAGE COMPETENCES
As stated in the rst chapter when discussing the CEFR descriptive scheme, the view of competence in the CEFR
does not come solely from applied linguistics but also from applied psychology and sociopolitical approaches.
However, the dierent competence models developed in applied linguistics from the early 1980s on did
inuence the CEFR. Although they organised them in dierent ways, in general these models shared four main
aspects: strategic competence; linguistic competence; pragmatic competence (comprising both discourse and
functional/actional competence) and sociocultural competence (including sociolinguistic competence). Since
strategic competence is dealt with in relation to activities, the CEFR presents descriptor scales for aspects of
communicative language competence in CEFR 2001 Section 5.2 under three headings: “Linguistic competence”,
“Pragmatic competence” and “Sociolinguistic competence”. These aspects, or parameters of description, are always
intertwined in any language use; they are not separate “components” and cannot be isolated from each other.
Figure 16 – Communicative language competences
Communicative
language competences
Linguistic competence
General linguistic range
Vocabulary range
Grammatical accuracy
Vocabulary control
Phonological control
Orthographic control
Sociolinguistic
competence
Sociolinguistic
appropriateness
Pragmatic competence
Flexibility
Turntaking
Thematic development
Coherence and cohesion
Propositional precision
Fluency
Page 130 3 CEFR – Companion volume
5.1. LINGUISTIC COMPETENCE
Descriptors are available for dierent aspects of linguistic competence: “Range” (subdivided: “Morpho-syntactic
range”, later renamed “General linguistic range”, and “Vocabulary range”); “Control” (subdivided: “Grammatical
accuracy” and “Vocabulary control”), “Phonological control” and “Orthographic control”. The range/control
distinction is a common one that reects the need to take account of the complexity of the language used
rather than just registering mistakes. “Phonological control” is presented as a grid with the categories “Overall
phonological control”, “Sound articulation” and “Prosodic features” (stress and intonation).
The features of language used successfully at dierent levels are sometimes called “criterial features” but these
are particular to dierent languages. Research in corpus linguistics is beginning to shed light on the nature of
these features, and learners’ accuracy in using them, but results cannot easily be generalised across languages
or across the linguistic backgrounds of the learners concerned.
General linguistic range
Since the primary evidence for second language acquisition (that is, progress) is the emergence of new forms
and not their mastery, the “range” of language at the user/learner’s disposal is a primary concern. Secondly,
attempting to use more complex language, taking risks and moving beyond one’s comfort zone are essential
parts of the learning process. When learners are tackling more complex tasks, their control of their language
naturally suers, and this is a healthy process. Learners will tend to have less control over more dicult, more
recently learnt morphology and syntax than when they stay within their linguistic comfort zone, and this needs
to be taken into consideration when viewing (lack of) accuracy.
Key concepts operationalised in the scale include the following:
f range of settings – from A1 to B2, then unrestricted;
f type of language: from memorised phrases to a very wide range of language to formulate thoughts pre-
cisely, give emphasis, dierentiate and eliminate ambiguity;
f limitations: from frequent breakdown/misunderstanding in non-routine situations to no signs of having
to restrict what they want to say.
General linguistic range
C2
Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts
precisely, give emphasis, dierentiate and eliminate ambiguity. No signs of having to restrict what they
want to say.
C1
Can use a broad range of complex grammatical structures appropriately and with considerable exibility.
Can select an appropriate formulation from a broad range of language to express themselves clearly,
without having to restrict what they want to say.
B2
Can express themselves clearly without much sign of having to restrict what they want to say.
Has a sucient range of language to be able to give clear descriptions, express viewpoints and develop
arguments without much conspicuous searching for words/signs, using some complex sentence forms to do so.
B1
Has a sucient range of language to describe unpredictable situations, explain the main points in an idea
or problem with reasonable precision and express thoughts on abstract or cultural topics such as music
and lm.
Has enough language to get by, with sucient vocabulary to express themselves with some hesitation
and circumlocutions on topics such as family, hobbies and interests, work, travel and current events, but
lexical limitations cause repetition and even diculty with formulation at times.
A2
Has a repertoire of basic language which enables them to deal with everyday situations with predictable
content, though they will generally have to compromise the message and search for words/signs.
Can produce brief, everyday expressions in order to satisfy simple needs of a concrete type (e.g. personal
details, daily routines, wants and needs, requests for information).
Can use basic sentence patterns and communicate with memorised phrases, groups of a few words/signs
and formulae about themselves and other people, what they do, places, possessions, etc.
Has a limited repertoire of short, memorised phrases covering predictable survival situations; frequent
breakdowns and misunderstandings occur in non-routine situations.
The CEFR Illustrative Descriptor Scales: Communicative language competences Page 131
General linguistic range
A1
Has a very basic range of simple expressions about personal details and needs of a concrete type.
Can use some basic structures in one-clause sentences with some omission or reduction of elements.
Pre-A1
Can use isolated words/signs and basic expressions in order to give simple information about themselves.
Vocabulary range
This scale concerns the breadth and variety of expressions used. It is generally acquired through reading widely.
Key concepts operationalised in the scale include the following:
f range of settings – from A1 to B2, then unrestricted;
f
type of language: from a basic repertoire of words/signs and phrases to a very broad lexical repertoire
including idiomatic expressions and colloquialisms.
Note: Vocabulary range is taken to apply to both reception and production. For sign languages, established and
productive vocabulary is implied from A2+ to C2, with established vocabulary at A1 and A2.
Vocabulary range
C2
Has a good command of a very broad lexical repertoire including idiomatic expressions and colloquialisms;
shows awareness of connotative levels of meaning.
C1
Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with
circumlocutions; little obvious searching for expressions or avoidance strategies.
Can select from several vocabulary options in almost all situations by exploiting synonyms of even words/
signs less commonly encountered.
Has a good command of common idiomatic expressions and colloquialisms; can play with words/signs
fairly well.
Can understand and use appropriately the range of technical vocabulary and idiomatic expressions
common to their area of specialisation.
B2
Can understand and use the main technical terminology of their eld, when discussing their area of
specialisation with other specialists.
Has a good range of vocabulary for matters connected to their eld and most general topics.
Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and
circumlocution.
Can produce appropriate collocations of many words/signs in most contexts fairly systematically.
Can understand and use much of the specialist vocabulary of their eld but has problems with specialist
terminology outside it.
B1
Has a good range of vocabulary related to familiar topics and everyday situations.
Has sucient vocabulary to express themselves with some circumlocutions on most topics pertinent to
their everyday life such as family, hobbies and interests, work, travel and current events.
A2
Has sucient vocabulary to conduct routine everyday transactions involving familiar situations and topics.
Has sucient vocabulary for the expression of basic communicative needs.
Has sucient vocabulary for coping with simple survival needs.
A1
Has a basic vocabulary repertoire of words/signs and phrases related to particular concrete situations.
Pre-A1
No descriptors available
Page 132 3 CEFR – Companion volume
Grammatical accuracy
This scale concerns both the user/learner’s ability to recall “prefabricated” expressions correctly and the capacity
to focus on grammatical forms while articulating thought. This is dicult because, when formulating thoughts
or performing more demanding tasks, the user/learner has to devote the majority of their mental processing
capacity to fullling the task. This is why accuracy tends to drop during complex tasks. In addition, research in
English, French and German suggests that inaccuracy increases at around B1 as the learner is beginning to use
language more independently and creatively. The fact that accuracy does not increase in a linear manner is
reected in the descriptors. Key concepts operationalised in the scale include the following:
f control of a specic repertoire (A1 to B1);
f prominence of mistakes (B1 to B2);
f degree of control (B2 to C2).
Grammatical accuracy
C2
Maintains consistent grammatical control of complex language, even while attention is otherwise engaged
(e.g. in forward planning, in monitoring others’ reactions).
C1
Consistently maintains a high degree of grammatical accuracy; errors are rare and dicult to spot.
B2
Good grammatical control; occasional “slips” or non-systematic errors and minor aws in sentence structure
may still occur, but they are rare and can often be corrected in retrospect.
Shows a relatively high degree of grammatical control. Does not make mistakes which lead to
misunderstanding.
Has a good command of simple language structures and some complex grammatical forms, although they
tend to use complex structures rigidly with some inaccuracy.
B1
Communicates with reasonable accuracy in familiar contexts; generally good control, though with
noticeable mother-tongue inuence. Errors occur, but it is clear what they are trying to express.
Uses reasonably accurately a repertoire of frequently used “routines” and patterns associated with more
predictable situations.
A2
Uses some simple structures correctly, but still systematically makes basic mistakes; nevertheless, it is
usually clear what they are trying to say.
A1
Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt
repertoire.
Pre-A1
Can employ very simple principles of word/sign order in short statements.
Vocabulary control
This scale concerns the user/learner’s ability to choose an appropriate expression from their repertoire. As
competence increases, such ability is driven increasingly by association in the form of collocations and lexical
chunks, with one expression triggering another. Key concepts operationalised in the scale include the following:
f familiarity of topics (A1 to B1);
f degree of control (B2 to C2).
Vocabulary control
C2
Consistently correct and appropriate use of vocabulary.
C1
Uses less common vocabulary idiomatically and appropriately.
Occasional minor slips, but no signicant vocabulary errors.
B2
Lexical accuracy is generally high, though some confusion and incorrect word/sign choice does occur
without hindering communication.
The CEFR Illustrative Descriptor Scales: Communicative language competences Page 133
Vocabulary control
B1
Shows good control of elementary vocabulary but major errors still occur when expressing more complex
thoughts or handling unfamiliar topics and situations.
Uses a wide range of simple vocabulary appropriately when discussing familiar topics.
A2
Can control a narrow repertoire dealing with concrete, everyday needs.
A1
No descriptors available
Pre-A1
No descriptors available
Phonological control
The 2001 scale has been replaced in this publication. The description of phonology in CEFR 2001 Section 5.2.1.4
is clear, thorough and suciently broad to encompass more recent reections on aspects of phonology in
second/foreign language education. However, the 2001 scale did not capture this conceptual apparatus and
the progression appeared unrealistic, particularly in moving from B1 (“Pronunciation is clearly intelligible even
if a foreign accent is sometimes evident and occasional mispronunciations occur”) to B2 (“Has a clear, natural,
pronunciation and intonation”). In fact, the phonology scale was the least successful of those calibrated in the
original research behind the descriptors published in 2001.
In language teaching, the phonological control of an idealised native speaker has traditionally been seen as the
target, with accent being seen as a marker of poor phonological control. The focus on accent and on accuracy
instead of on intelligibility has been detrimental to the development of the teaching of pronunciation. Idealised
models that ignore the retention of accent lack consideration for context, sociolinguistic aspects and learners’
needs. The 2001 scale seemed to reinforce such views and for this reason, the scale was redeveloped from scratch.
A process report
45
on the sub-project is available on the CEFR website. From an extensive review of the literature
and consultation with experts, the following core areas were identied to inform work on descriptor production:
f articulation, including pronunciation of sounds/phonemes;
f
prosody, including intonation, rhythm and stress – both word stress and sentence stress – and speech
rate/chunking;
f accentedness, accent and deviation from a “norm”;
f
intelligibility, accessibility of meaning for interlocutors, covering also the interlocutors’ perceived diculty
in understanding (normally referred to as “comprehensibility”).
However, because of a certain overlapping between sub-categories the scale operationalises the above-mentioned
concepts into three categories:
f overall phonological control (replacing the existing scale);
f sound articulation;
f prosodic features (intonation, stress and rhythm).
Intelligibility has been a key factor in discriminating between levels. The focus is on how much eort is required
from the interlocutor to decode the speaker’s message. Descriptors from the two more detailed scales are
summarised in more global statements, and explicit mention of accent has been used at all levels. Key concepts
operationalised in the scale include the following:
f intelligibility: how much eort is required from the interlocutor to decode the speaker’s message;
f the extent of inuence from other languages spoken;
f control of sounds;
f control of prosodic features.
The focus is on familiarity and condence with the target language sounds (the range of sounds a speaker can
articulate and with what degree of precision). The key concept operationalised in the scale is the degree of clarity
and precision in the articulation of sounds.
The focus is on the ability to eectively use prosodic features to convey meaning in an increasingly precise
manner. Key concepts operationalised in the scale include the following:
f control of stress, intonation and/or rhythm;
f ability to exploit and/or vary stress and intonation to highlight their particular message.
45. Piccardo E. (2016), “Phonological Scale Revision Process Report”, Education Policy Division, Council of Europe, available at https://
rm.coe.int/168073f9.
Page 134 3 CEFR – Companion volume
Phonological control
Overall phonological control Sound articulation Prosodic features
C2
Can employ the full range of phonological features
in the target language with a high level of control –
including prosodic features such as word and sentence
stress, rhythm and intonation – so that the ner points
of their message are clear and precise. Intelligibility and
eective conveyance and enhancement of meaning
are not aected in any way by features of accent that
may be retained from other language(s).
Can articulate virtually all the sounds of the target
language with clarity and precision.
Can exploit prosodic features (e.g. stress, rhythm and
intonation) appropriately and eectively in order to
convey ner shades of meaning (e.g. to dierentiate
and emphasise).
C1
Can employ the full range of phonological features in
the target language with sucient control to ensure
intelligibility throughout. Can articulate virtually all
the sounds of the target language; some features of
accent(s) retained from other language(s) may be
noticeable, but they do not aect intelligibility.
Can articulate virtually all the sounds of the target
language with a high degree of control. They can
usually self-correct if they noticeably mispronounce a
sound.
Can produce smooth, intelligible spoken discourse
with only occasional lapses in control of stress, rhythm
and/or intonation, which do not aect intelligibility or
eectiveness.
Can vary intonation and place stress correctly in order
to express precisely what they mean to say.
B2
Can generally use appropriate intonation, place stress
correctly and articulate individual sounds clearly;
accent tends to be inuenced by the other language(s)
they speak, but has little or no eect on intelligibility.
Can articulate a high proportion of the sounds in
the target language clearly in extended stretches of
production; is intelligible throughout, despite a few
systematic mispronunciations.
Can generalise from their repertoire to predict the
phonological features of most unfamiliar words (e.g.
word stress) with reasonable accuracy (e.g. while
reading).
Can employ prosodic features (e.g. stress, intonation,
rhythm) to support the message they intend to convey,
though with some inuence from the other languages
they speak.
B1
Pronunciation is generally intelligible; intonation and
stress at both utterance and word levels do not prevent
understanding of the message. Accent is usually
inuenced by the other language(s) they speak.
Is generally intelligible throughout, despite regular
mispronunciation of individual sounds and words they
are less familiar with.
Can convey their message in an intelligible way in
spite of a strong inuence on stress, intonation and/or
rhythm from the other language(s) they speak.
The CEFR Illustrative Descriptor Scales: Communicative language competences Page 135
Phonological control
Overall phonological control Sound articulation Prosodic features
A2
Pronunciation is generally clear enough to be
understood, but conversational partners will need
to ask for repetition from time to time. A strong
inuence from the other language(s) they speak on
stress, rhythm and intonation may aect intelligibility,
requiring collaboration from interlocutors.
Nevertheless, pronunciation of familiar words is clear.
Pronunciation is generally intelligible when
communicating in simple everyday situations, provided
the interlocutor makes an eort to understand specic
sounds.
Systematic mispronunciation of phonemes does not
hinder intelligibility, provided the interlocutor makes
an eort to recognise and adjust to the inuence of the
speaker’s language background on pronunciation.
Can use the prosodic features of everyday words
and phrases intelligibly, in spite of a strong inuence
on stress, intonation and/or rhythm from the other
language(s) they speak.
Prosodic features (e.g. word stress) are adequate for
familiar everyday words and simple utterances.
A1
Pronunciation of a very limited repertoire of learnt
words and phrases can be understood with some eort
by interlocutors used to dealing with speakers of the
language group. Can reproduce correctly a limited
range of sounds as well as stress for simple, familiar
words and phrases.
Can reproduce sounds in the target language if
carefully guided.
Can articulate a limited number of sounds, so that
speech is only intelligible if the interlocutor provides
support (e.g. by repeating correctly and by eliciting
repetition of new sounds).
Can use the prosodic features of a limited repertoire
of simple words and phrases intelligibly, in spite of
a very strong inuence on stress, rhythm and/or
intonation from the other language(s) they speak; their
interlocutor needs to be collaborative.
Page 136 3 CEFR – Companion volume
Orthographic control
This scale concerns the ability to copy, spell and use layout and punctuation. Key concepts operationalised in
the scale include the following:
f copying words and sentences (at lower levels);
f spelling;
f intelligibility through a blend of spelling, punctuation and layout.
Orthographic control
C2
Writing is orthographically free of error.
C1
Layout, paragraphing and punctuation are consistent and helpful.
Spelling is accurate, apart from occasional slips of the pen.
B2
Can produce clearly intelligible, continuous writing which follows standard layout and paragraphing
conventions.
Spelling and punctuation are reasonably accurate but may show signs of mother-tongue inuence.
B1
Can produce continuous writing which is generally intelligible throughout.
Spelling, punctuation and layout are accurate enough to be followed most of the time.
A2
Can copy short sentences on everyday subjects, e.g. directions on how to get somewhere.
Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that
are in their oral vocabulary.
A1
Can copy familiar words and short phrases, e.g. simple signs or instructions, names of everyday objects,
names of shops, and set phrases used regularly.
Can spell their address, nationality and other personal details.
Can use basic punctuation (e.g. full stops, question marks).
Pre-A1
No descriptors available
5.2. SOCIOLINGUISTIC COMPETENCE
Sociolinguistic competence is concerned with the knowledge and skills required to deal with the social
dimension of language use. Since language is a sociocultural phenomenon, much of what is contained in the
CEFR, particularly in respect of the sociocultural, is also of relevance to sociolinguistic competence. The matters
treated here are those specically relating to language use that are not dealt with elsewhere: linguistic markers
of social relations; politeness conventions; register dierences; and dialect and accent.
Sociolinguistic appropriateness
One scale is oered for “Sociolinguistic appropriateness”. Key concepts operationalised in the scale include the
following:
f using polite forms and showing awareness of politeness conventions;
f performing language functions in an appropriate way (at lower levels in a neutral register);
f
socialising, following basic routines at lower levels, without requiring the interlocutor(s) to behave dierently
(from B2 up) and employing idiomatic expressions, allusive usage and humour (at C levels);
f recognising sociocultural cues, especially those pointing to dierences, and acting accordingly;
f adopting an appropriate register (from B2 up).
The CEFR Illustrative Descriptor Scales: Communicative language competences Page 137
Sociolinguistic appropriateness
C2
Can mediate eectively and naturally between users of the target language and members of their own
community, taking account of sociocultural and sociolinguistic dierences.
Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of
meaning.
Appreciates virtually all the sociolinguistic and sociocultural implications of language used by procient
users of the target language and can react accordingly.
Can eectively employ, both orally and in writing, a wide variety of sophisticated language to command,
argue, persuade, dissuade, negotiate and counsel.
C1
Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts; may,
however, need to conrm occasional details, especially if the accent is unfamiliar.
Can understand humour, irony and implicit cultural references and pick up nuances of meaning.
Can follow lms employing a considerable degree of slang and idiomatic usage.
Can use language exibly and eectively for social purposes, including emotional, allusive and joking
usage.
Can adjust their level of formality (register and style) to suit the social context: formal, informal or colloquial
as appropriate, and maintain a consistent register.
Can frame critical remarks or express strong disagreement diplomatically.
B2
Can with some eort keep up with and contribute to group discussions even when talk is fast and
colloquial.
Can recognise and interpret sociocultural/sociolinguistic cues and consciously modify their linguistic forms
of expression in order to express themselves appropriately in the situation.
Can express themselves condently, clearly and politely in a formal or informal register, appropriate to the
situation and person(s) concerned.
Can adjust their expression to make some distinction between formal and informal registers but may not
always do so appropriately.
Can sustain relationships with users of the target language without unintentionally amusing or irritating
them or requiring them to behave other than they would with another procient user.
Can express themselves appropriately in situations and avoid crass errors of formulation.
B1
Can perform and respond to a wide range of language functions, using their most common exponents in a
neutral register.
Is aware of the salient politeness conventions and acts appropriately.
Is aware of, and looks out for signs of, the most signicant dierences between the customs, usages,
attitudes, values and beliefs prevalent in the community concerned and those of their own community.
A2
Can perform and respond to basic language functions, e.g. information exchange and requests, and
express opinions and attitudes in a simple way.
Can socialise simply but eectively using the simplest common expressions and following basic routines.
Can handle very short social exchanges, using everyday polite forms of greeting and address.
Can make and respond to invitations, suggestions, apologies, etc.
A1
Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells;
introductions; saying please, thank you, sorry, etc.
Pre-A1
No descriptors available
5.3. PRAGMATIC COMPETENCE
A simple way of understanding the linguistic/pragmatic distinction is to say that linguistic competence is concerned
with language usage (as in “correct usage”) and hence with language resources and knowledge of the language
as a system, whereas pragmatic competence is concerned with actual language use in the (co-)construction of
text. Pragmatic competence is thus primarily concerned with the user/learner’s knowledge of the principles of
language use according to which messages are:
f organised, structured and arranged (“discourse competence”);
f used to perform communicative functions (“functional competence”);
f sequenced according to interactional and transactional schemata (“design competence”).
Page 138 3 CEFR – Companion volume
Discourse competence concerns the ability to design texts, including generic aspects like “Thematic development”,
“Coherence and cohesion” as well as, in an interaction, co-operative principles and “Turntaking”. Functional
competence includes “Flexibility” in the use of one’s repertoire and the selection of appropriate sociolinguistic
choices. All the scales for communicative language activities describe dierent types of functional language
use. Knowledge of interactional and transactional schemata relates also to sociocultural competence and is to
some extent treated under “Sociolinguistic appropriateness” on the one hand and “General linguistic range”
and “Vocabulary range” on the other, in terms of range of settings and, at lower levels, repertoires for them. In
addition, pragmatic competence involves “speaker meaning” in context as opposed to the “sentence/dictionary
meaning” of words and expressions. Thus, articulating exactly what you want to say requires another aspect of
pragmatic competence: “Propositional precision”.
Finally, saying anything requires “Fluency”. Fluency is generally understood in two complementary ways: rstly
in a holistic way, representing the speaker/signer’s ability to articulate a (possibly complex) message. This more
holistic usage is reected in statements like “she’s an articulate speaker” or “his Russian is very uent” and implies
an ability to talk/sign at length, with appropriate things to say in a wide range of contexts. In a narrower, more
technical interpretation, talking/signing at length implies a lack of distraction through breaks and long pauses
in the ow. Putting “Fluency” under pragmatic competence cuts across the traditional competence/performance
dichotomy used by linguists since Chomsky. As was mentioned in discussing the CEFR model, the CEFR does not
continue that tradition. The view taken is that, in an action-oriented approach, competence exists only in action.
Flexibility
Flexibility is concerned with the ability to adapt language learnt to new situations and to formulate thoughts
in dierent ways. Key concepts operationalised in the scale include the following:
f recombining learnt elements creatively (especially lower levels);
f adapting language to the situation and to changes of direction in conversation and discussion;
f reformulating points in dierent ways to emphasise points, express degrees of commitment and con-
dence, and avoid ambiguity.
Flexibility
C2
Shows great exibility in reformulating ideas in diering linguistic forms to give emphasis, dierentiate
according to the situation, interlocutor, etc. and to eliminate ambiguity.
C1
Can make a positive impact on an intended audience by eectively varying style of expression and
sentence length, use of advanced vocabulary and word order.
Can modify their expression to express degrees of commitment or hesitation, condence or uncertainty.
B2
Can adjust what they say and the means of expressing it to the situation and the recipient and adopt a
level of formality appropriate to the circumstances.
Can adjust to the changes of direction, style and emphasis normally found in conversation.
Can vary formulation of what they want to say.
Can reformulate an idea to emphasise or explain a point.
B1
Can adapt their expression to deal with less routine, even dicult, situations.
Can exploit a wide range of simple language exibly to express much of what they want.
A2
Can adapt well-rehearsed, memorised, simple phrases to particular circumstances through limited lexical
substitution.
Can expand learnt phrases through simple recombinations of their elements.
A1
No descriptors available
Pre-A1
No descriptors available
The CEFR Illustrative Descriptor Scales: Communicative language competences Page 139
Turntaking
Turntaking is concerned with the ability to take the discourse initiative. This ability can be viewed both as an
interaction strategy (to take the oor) or as an integral aspect of discourse competence. For this reason this scale
also appears in the section “Interaction strategies”. Key concepts operationalised in the scale include the following:
f initiating, maintaining and ending conversation;
f intervening in an existing conversation or discussion, often using a prefabricated expression to do so, or
to gain time to think.
Note: This scale is repeated under “Interaction strategies”.
Turntaking
C2
No descriptors available; see C1
C1
Can select a suitable phrase from a readily available range of discourse functions to preface their remarks
appropriately in order to get the oor, or to gain time and keep the oor while thinking.
B2
Can intervene appropriately in discussion, exploiting appropriate language to do so.
Can initiate, maintain and end discourse appropriately with eective turntaking.
Can initiate discourse, take their turn when appropriate and end conversation when they need to, though
they may not always do this elegantly.
Can use stock phrases (e.g. “That’s a dicult question to answer”) to gain time and keep the turn while
formulating what they want to express.
B1
Can intervene in a discussion on a familiar topic, using a suitable phrase to get the oor.
Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal
interest.
A2
Can use simple techniques to start, maintain or close a short conversation.
Can initiate, maintain and close simple, face-to-face conversation.
Can ask for attention.
A1
No descriptors available
Pre-A1
No descriptors available
Thematic development
This scale is concerned with the way in which ideas are logically presented in a text and related to each other in a
clear rhetorical structure. It also involves following relevant discourse conventions. Key concepts operationalised
in the scale include the following:
f telling a story/relating a narrative (lower levels);
f developing a text, expanding and supporting points appropriately, for instance with examples;
f developing an argument (especially B2 to C1).
Page 140 3 CEFR – Companion volume
Thematic development
C2
Can use the conventions of the type of text concerned with sucient exibility to communicate complex ideas
in an eective way, holding the target reader’s attention with ease and fullling all communicative purposes.
C1
Can use the conventions of the type of text concerned to hold the target reader’s attention and
communicate complex ideas.
Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and
rounding o with an appropriate conclusion.
Can write a suitable introduction and conclusion to a long, complex text.
Can expand and support the main points at some length with subsidiary points, reasons and relevant
examples.
B2
Can develop an argument systematically with appropriate highlighting of signicant points, and relevant
supporting detail.
Can present and respond to complex lines of argument convincingly.
Can follow the conventional structure of the communicative task concerned when communicating their
ideas.
Can develop a clear description or narrative, expanding and supporting their main points with relevant
supporting detail and examples.
Can develop a clear argument, expanding and supporting their points of view at some length with
subsidiary points and relevant examples.
Can evaluate the advantages and disadvantages of various options.
Can clearly signal the dierence between fact and opinion.
B1
Can clearly signal chronological sequence in narrative text.
Can develop an argument well enough to be followed without diculty most of the time.
Shows awareness of the conventional structure of the text type concerned when communicating their ideas.
Can reasonably uently relate a straightforward narrative or description as a sequence of points.
A2
Can tell a story or describe something in a simple list of points.
Can give an example of something in a very simple text using “like” or “for example”.
No descriptors available
A1
No descriptors available
Pre-A1
No descriptors available
Coherence and cohesion
Coherence and cohesion refer to the way in which the separate elements of a text are interwoven into a
coherent whole by exploiting linguistic devices such as referencing, substitution, ellipsis and other forms of
textual cohesion, plus logical and temporal connectors and other forms of discourse markers. Both cohesion
and coherence operate at the level of the sentence/utterance and at the level of the complete text. Key concepts
operationalised in the scale include the following:
f linking elements, mainly with logical and temporal connectors;
f using paragraphs to emphasise text structure;
f varying the types of cohesive devices used, with fewer “clunky” connectors (C levels).
The CEFR Illustrative Descriptor Scales: Communicative language competences Page 141
Coherence and cohesion
C2
Can create coherent and cohesive text making full and appropriate use of a variety of organisational
patterns and a wide range of cohesive devices.
C1
Can produce clear, smoothly owing, well-structured language, showing controlled use of organisational
patterns, connectors and cohesive devices.
Can produce well-organised, coherent text, using a variety of cohesive devices and organisational patterns.
B2
Can use a variety of linking expressions eciently to mark clearly the relationships between ideas.
Can use a limited number of cohesive devices to link their utterances into clear, coherent discourse, though
there may be some “jumpiness” in a long contribution.
Can produce text that is generally well-organised and coherent, using a range of linking expressions and
cohesive devices.
Can structure longer texts in clear, logical paragraphs.
B1
Can introduce a counter-argument in a simple discursive text (e.g. with “however”).
Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.
Can form longer sentences and link them together using a limited number of cohesive devices, e.g. in a
story.
Can make simple, logical paragraph breaks in a longer text.
A2
Can use the most frequently occurring connectors to link simple sentences in order to tell a story or
describe something as a simple list of points.
Can link groups of words/signs with simple connectors (e.g. “and”, “but” and “because”).
A1
Can link words/signs or groups of words/signs with very basic linear connectors (e.g. “and” or “then”).
Pre-A1
No descriptors available
Propositional precision
This scale concerns the ability to pinpoint how to formulate what one wishes to express. It concerns the extent
to which the user/learner can communicate detail and shades of meaning, and can avoid compromising their
ideally intended message. Key concepts operationalised in the scale include the following:
f type of setting and information concerned (A1 to B1), with no restriction from B2, when the user/learner
can communicate detail reliably, even in more demanding situations;
f degree of detail and precision in information given;
f ability to qualify, emphasise and disambiguate likelihood, commitment, belief, etc.
Propositional precision
C2
Can convey ner shades of meaning precisely by using, with reasonable accuracy, a wide range of
qualifying devices (e.g. adverbs expressing degree, clauses expressing limitations).
Can give emphasis, dierentiate and eliminate ambiguity.
C1
Can qualify opinions and statements precisely in relation to degrees of, for example, certainty/uncertainty,
belief/doubt, likelihood, etc.
Can make eective use of linguistic modality to signal the strength of a claim, an argument or a position.
B2
Can pass on detailed information reliably.
Can communicate the essential points even in more demanding situations, though their language lacks
expressive power and idiomaticity.
Page 142 3 CEFR – Companion volume
Propositional precision
B1
Can explain the main points in an idea or problem with reasonable precision.
Can convey simple, straightforward information of immediate relevance, getting across the point they feel
is most important.
Can express the main point they want to make comprehensibly.
A2
Can communicate what they want to say in a simple and direct exchange of limited information on familiar
and routine matters, but in other situations they generally have to compromise the message.
A1
Can communicate basic information about personal details and needs of a concrete type in a simple way.
Pre-A1
Can communicate very basic information about personal details in a simple way.
Fluency
Fluency, as discussed above, has a broader, holistic meaning (= articulate speaker/signer) and a narrower, technical
and more psycholinguistic meaning (= accessing one’s repertoire). The broader interpretation would include
“Propositional precision”, “Flexibility”, and at least to some extent “Thematic development” and “Coherence/
cohesion”. For this reason, the scale below focuses more on the narrower, more traditional view of uency. Key
concepts operationalised in the scale include the following:
f ability to construct utterances, despite hesitations and pauses (lower levels);
f ability to maintain a lengthy production or conversation;
f ease and spontaneity of expression.
Fluency
C2
Can express themselves at length with a natural, eortless, unhesitating ow. Pauses only to reect on
precisely the right means to express their thoughts or to nd an appropriate example or explanation.
C1
Can express themselves uently and spontaneously, almost eortlessly. Only a conceptually dicult
subject can hinder a natural, smooth ow of language.
B2
Can communicate spontaneously, often showing remarkable uency and ease of expression in even longer
complex stretches of language.
Can produce stretches of language with a fairly even tempo; although they can be hesitant as they search
for patterns and expressions, there are few noticeably long pauses.
Can interact with a degree of uency and spontaneity that makes regular interaction with users of the
target language quite possible without imposing strain on either party.
B1
Can express themselves with relative ease. Despite some problems with formulation resulting in pauses
and “cul-de-sacs”, they are able to keep going eectively without help.
Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is
very evident, especially in longer stretches of free production.
A2
Can make themselves understood in short contributions, even though pauses, false starts and
reformulation are very evident.
Can construct phrases on familiar topics with sucient ease to handle short exchanges, despite very
noticeable hesitation and false starts.
A1
Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for
expressions, to articulate less familiar words/signs, and to repair communication.
Pre-A1
Can manage very short, isolated, rehearsed utterances using gesture and signalled requests for help when
necessary.
Page 143
Chapter 6
THE CEFR ILLUSTRATIVE DESCRIPTOR
SCALES: SIGNING COMPETENCES
Many of the CEFR descriptors, especially those for communicative language activities, are as applicable to sign
languages as they are to spoken languages, since sign languages are used to full the same communicative functions.
Hence these descriptors are modality-neutral, and modications have been made to the formulation to emphasise
this. However, there are obviously ways in which sign languages dier substantially from spoken languages.
Fundamentally, they involve grammatical competences in the use of space, which we term “diagrammatical
competence”. They also involve a broadened notion of the term “text”, namely for video-recorded signing that
is not based on a written script. These competences go far beyond the paralinguistic features of communication
through spoken language. The signing space is typically used to establish and later refer to relevant persons,
places and objects in a form of spatial mapping. Sign languages then have syntax, semantics, morphology and
phonology just like any other language. These dier of course from one sign language to another, as there are
dierent sign languages in dierent countries, and sometimes more than one sign language in the same country.
But there are certain common features such as the use of indexing, pronouns and classier constructions. In
addition, non-manual elements (facial expression, body orientation, head movement, etc.) and constructed
action are used extensively in addition to hand and arm movements that are more traditionally considered to
be the articulators of sign languages.
For communication, and reecting contact with spoken language users, the repertoire of lexical and productive
signs is supplemented by literally spelling out words or names using ngerspelling. Roughly, each letter of the
spoken language script corresponds to a handshape. In due course, it may become lexicalised and phonologised.
Fingerspelling, however, is a means of conveying something unfamiliar, for example a proper name, or a concept
that does not have an established sign in the sign language used. Thus, ngerspelling is one of several contact
phenomena that facilitate access to the written knowledge of spoken languages. Furthermore, ngerspelling is
used to borrow new expressions from spoken languages, which may eventually also become lexicalised.
The categories for signing competences relate to the linguistic, pragmatic and sociolinguistic competences
found in spoken languages, and therefore the descriptor scales specically for signing competences are provided
here under those three headings. Scales are provided for receptive and productive competences in seven pairs:
two for linguistic competence, one for sociolinguistic competence and four for dierent aspects of pragmatic
competence.
A few of the descriptors calibrated for signing competences are of a more global nature, similar to those included
earlier. These have been kept in signing competences because they help to demonstrate the content coherence
between the descriptors for signing competences and those for other areas.
Page 144 3 CEFR – Companion volume
Figure 17 – Signing competences
Signing competences
Linguistic
Sign language repertoire
(receptive/productive)
Diagrammatical accuracy
(receptive/productive
Sociolinguistic
Sociolinguistic
appropriateness and
cultural repertoire
(receptive/productive)
Pragmatic
Sign text structure
(receptive/productive)
Setting and perspectives
(receptive/productive)
Language awareness
and interpretation
(receptive)
Presence and eect
(productive)
Processing speed
(receptive)
Signing uency
(productive)
6.1. LINGUISTIC COMPETENCE
Descriptors are available for “Sign language repertoire” and for “Diagrammatical accuracy”. This distinction
reects the knowledge/control dichotomy and mirrors that between range and control/accuracy with respect
to grammar and vocabulary.
Sign language repertoire
These two scales incorporate language resources that are accessed in both sign language comprehension and
production, for example in the combination of non-manual features with classier handshapes to indicate
reference and possibly hand motion and orientation to express other aspects of the intended meaning.
Sign languages draw extensively on productive sign formation. As for spoken languages, the sign language lexicon
consists of two sets of entries: established lexical items and productive elements used in the formation of (new)
signs or forms respectively. Established signs have a xed citation form, which is typically cited in dictionaries
of sign languages. Elements of the productive lexicon combine in productive relationships between a narrow
set of handshapes that operate in signing space to generate new, dynamic descriptions of events. The three-
dimensional spatial nature of many expressions allows for variable, yet precise formulations. Learners progress
in the use of these competences according to the multifaceted needs of expression by acquiring combinatory
restrictions as well as principles for stylistic/aesthetic purposes.
Because of the high proportion of productive elements in sign languages, reception demands a high degree
of processing of the simultaneously provided morpho-phonological and morpho-syntactic sub-structures, as
well as bearing in mind the given contexts for spatial reference. In short, productive sign creation combines
meaning-bearing elements that, in the respective combinations, cannot be found in the sign language lexicon,
and comprehension demands a re-analysis of such signs. To meet particular communication needs – which
encompass more than just a global understanding of what a message is about – learners have to reapply
grammatical rules for productive signing, reapply combinatory restrictions, keep track of spatial assignments,
and consider the applicability of principles for stylistic-aesthetic purposes. Such sign language comprehension
The CEFR Illustrative Descriptor Scales: Signing competences Page 145
processes are reported by learners to be less facilitated by lexical resources than is the case in the comprehension
processes of many spoken languages.
Key concepts operationalised in the two scales include:
f
knowledge of basic forms, parts of speech, and meanings of manual signs, including registers and variants;
f basic linguistic knowledge of elements in sign languages for naming and referring, and for composing
signs with reference to morpho-syntactic and morphological processes and simultaneous constructions;
f manual aspects such as lexical signs, idioms and chunks, as well as the morpho-phonological elements
that are used in productive signs;
f knowledge of sign roots and of non-manual elements, for example the use of the eyes, the head, the body
and body motion, speed of signing, amplitude of articulation, etc., as well as associated restrictions; these
forms are accessed and used to interpret signing, naming and referring;
f
knowledge of manual and non-manual elements of sign combinations (frozen forms, idioms and formulaic
chunks) as well as knowledge of morpho-phonological rules which are used in productive sign creation;
this also includes knowledge of, e.g. the subset of handshapes of a particular sign language;
f language-specic knowledge relating to the combination of the manual and non-manual elements into
possible signs, since neither manual nor non-manual elements “surface” in isolation;
f conceptual knowledge of meaning and connotations, to the extent that for example a user/learner can
interpret or produce metaphors or irony;
f and overall, demonstrate competence in understanding and using the manual and the non-manual ele-
ments of signs.
Page 146 3 CEFR – Companion volume
Sign language repertoire
Receptive Productive
C2
Can understand abstract concepts, e.g. from the eld of science, and assign them
to the appropriate context.
Can understand creative or newly coined descriptions of phenomena (e.g. a UFO).
Can understand challenging texts on a range of topics and explain what they are
about.
Can express themselves in abstract, poetic signing.
Can formulate abstrac t expressions and concepts, (e.g. in the academic and scientic domain).
Can produce with one hand a productive or lexical sign (e.g. a depicting or lexical verb
like “search for”), while simultaneously using the other hand as part of a constructed
action (e.g. scratching their head in dierent places as if searching for something).
46
Can present a complex action or event in a linguistically aesthetic way, e.g. by
employing handshapes as a means of playful expression.
C1
Can understand the meaning of mouthings in context.
Can understand technical texts in their own eld and make use of the information,
ideas or opinions in them.
Can understand specic, precise instructions, wishes, recommendations, etc.
Can express actions, objects and relations between these by using suitable
classier constructions (one- and two-handed) in varying ways with ease.
Can employ the appropriate productive sign (e.g. a classier) in order to highlight a
particular meaning.
Can sign comprehensibly using just one hand (the dominant hand).
Can use a sentence to specify the precisely intended meaning of a vague term (e.g.
specify “murder” through use of depiction).
Can provide very broad coverage of a topic, taking account of the dierent aspects
involved.
Can switch between direct and indirect speech.
B2
Can understand and correctly attribute signed names for commonly known
persons and institutions.
Can dierentiate nuances of meaning that are expressed with specic handshapes.
Can understand idioms (and signs particular to the local community).
Can understand what is meant when the signer paraphrases without producing
the sign for the concept concerned.
Can sign comprehensibly and precisely on a complex subject.
Can adapt the signing style to the content and/or object being described.
Can present a simple productive action through depiction and constructed action.
Can use a dierentiated choice of signs that corresponds to the type of text
concerned.
Can employ constructed action (actions are imitated one-to-one).
Can understand a large number of signs employed in everyday situations.
Can deduce the meaning of individual unknown signs through the context of a
sentence.
Can always express their own opinion, even when the positions taken and opinions
expressed by others are being presented.
Can express the same content in a dierent language.
Can alternate between productive and lexical signing.
Can communicate information using the productive lexicon only.
Can paraphrase lexical elements by using productive elements, e.g. by using
depicting signs and other classier constructions.
46. This is also known as “body partitioning”.
The CEFR Illustrative Descriptor Scales: Signing competences Page 147
Sign language repertoire
B1
Can extract the relevant information from a short text provided it is presented in a
simple and structured way.
Can distinguish between signs that appear similar.
Can deduce the nature of an object from non-manual cues and depictive signs.
Can make indirect inferences about the features of the characters in a story from a
signer’s facial expressions.
Can ngerspell quickly and accurately.
Can, in order to facilitate understanding, make a relevant comparison with
other things or images or circumstances that the recipient already knows (e.g. “A
porcupine looks like a big hedgehog”).
Can employ dierent productive signs (e.g. handshapes indicating handling) when
describing an action or event.
Can employ mouthings in a dierentiated manner that is appropriate to context.
Can employ dierent means (e.g. non-manuals including facial expression,
handshape, hand orientation, movement) in order to describe the size and shape
of an object.
Can present personal characteristics just with mouthings and constructed action.
Can selectively extract information from a signed text, e.g., details of the time,
individuals involved, places or appointments and indications as to how or why.
Can understand productively expressed actions and processes.
Can infer the chronological sequence of events from non-manual cues (close vs.
remote events in terms of time).
Can understand what kind of creature is meant when the signer imitates people or
animals.
Can describe important characteristics of a person or object with the appropriate
handshapes.
Can modify productive signing appropriately to the context.
Can make part of their contribution by using constructed action to present
individual, simple actions.
Can express the character and qualities of a person or protagonist by using
constructed action.
Can present actions or events through productive signing.
Can vary the scale of their signing (larger, smaller) dependent on the situation.
Can give a comprehensive description of a person, including facial expression, skin
colour, make-up, hairstyle and profession.
Can employ appropriate productive lexicon elements for reference, e.g. to animals,
instead of lexical signs.
Can use mouthings precisely to express specic contents.
A2+
Can understand content that a person expresses only by means of productive
signs.
Can understand the terms for common technical devices designed for deaf
people’s use.
Can understand the meaning of modal verbs (e.g., can = <ability>, must =
<command>, want = <wish>).
Can extract specic information from everyday texts (e.g., numbers, names, places,
persons).
Can understand signing when the signer provides images to visualise the content.
Can use a range of signs.
Can present dierent aspects of a plot or storyline (e.g. duration, as in “work
through the night”).
Can employ examples in order to illustrate something.
Can indicate clearly the dierence between two things.
Can relay information in a short and minimal, yet intelligible way.
Can, with preparation, use the right names and terminology related to the topic
concerned.
Can describe a person in terms of their characteristic features.
Page 148 3 CEFR – Companion volume
Sign language repertoire
A2
Can identify details in an extensive description of a person/object, such as body
shape, hairstyle, or occupation.
Can understand non-manual information on the proximity or distance of a place or
object.
Can recognise and correctly interpret meaning expressed non-manually.
Can recognise and understand the codied backchannelling signs of an
interlocutor.
Can understand simple reports of what the signer did.
Can understand simple instructions, wishes, recommendations, etc.
Can express their own opinion.
Can present visually simple information like actions and relationships (e.g. in the
family).
Can sign a direct demand.
Can express an amount/quantity through non-manual cues.
Can express proximity and distance by using appropriate non-manual cues.
Can describe the design, colour and texture of clothes.
A1
Can understand direct commands (e.g., “open the door”).
Can understand quantities expressed non-manually.
Can understand descriptions of clothes (pattern, colour).
Can understand information on proportions, quantities, and size ratios.
Can distinguish between signs that only dier according to the shape of the
mouth.
Can understand signs even if they are modied manually.
Can understand the contribution to meaning from the shape of the mouth, e.g.,
pued up or contracted cheeks.
Can infer the shape of objects that are described from non-manual signals.
Can understand simple negation with <no>, <not>, or a shake of the head.
Can understand expressions via ngerspelling if they do not understand the lexical
signs.
Can recognise and understand facial feedback from the interlocutor (agreement/
rejection).
Can produce correct mouthings and employ them to dierentiate between
otherwise identical signs.
Can spell names and technical expressions, among other things, using
ngerspelling.
Can describe physical shape (height, width, length).
Can sign direct requests.
Can sign conventional greetings and leave-taking expressions.
Can describe a person through facial expressions, hair and physical characteristics
or through things the person often wears.
Can produce clear and unambiguous handshapes.
Can produce the lexical signs for months, days of the week and times of the day.
Can state their opinion (agree, disagree).
The CEFR Illustrative Descriptor Scales: Signing competences Page 149
Diagrammatical accuracy
Diagrammatical accuracy describes the correctness, accuracy, precision and complexity of syntactic expressions.
Taken together, these aspects determine the comprehensibility of the intended meanings of the signed expressions.
The competences here relate to manual and non-manual elements; they encompass knowledge and observation
of syntactic rules and principles, use of signing space, the bodily expression necessary, head motions and so on.
Receptive competences include correctly analysing parts of speech, spatial relations of structured expressions,
particular contributions of clausal and phrasal functions, non-manual markings (e.g. to indicate scope, spatial
reference, topicalised phrases).
These competences relate to the expression of textuality (see “Sign text structure”) as they are used in structuring
signed texts by applying a number of strategies that may include, for example, a specic arrangement of the
signing space or rhetorical questions to introduce a new point. This scale also shares commonalities with the
scale “Sign language repertoire” because it is fed by lexical knowledge of manual and non-manual meaning–form
relationships. “Diagrammatical accuracy” thus also relies on non-manual elements, for example the raising of
eyebrows to indicate particular grammatical constructions, and to mark a range of adverbials.
Key concepts operationalised in the receptive scale include:
f the exact memorisation of discourse referents and relations located in signing space;
f
the interpretation of dierent references (e.g. of established elements in signing space, indexing, pronouns,
classiers, congruency, etc.);
f the interpretation of situated events in time as well as temporal relationships and reference to time and
duration;
f interpretation of non-manual elements (e.g. use and scope of upper body, facial expression, eye gaze);
f comprehension of sign sequences and linked clauses;
f comprehension of inected forms, e.g. verbs or other predicates.
Key concepts operationalised in the productive scale include:
f an appropriate use of the signing space, taking account of existing conventions;
f the expression of situated events in time or of temporal relationships by establishing appropriate time
references;
f consistency in and accuracy of referencing (to established elements in signing space, indexing, pronouns,
classier constructions, etc.);
f accuracy of non-manual elements (e.g. the range of use of upper body, the use of the body in the articu-
lation of constructed action, facial expression, head movements, etc.);
f accuracy of sign sequences necessary to express certain concepts (e.g. cause and eect);
f use of particular conjunctions or serialisations;
f use of certain structures, e.g. ability to modulate verbs;
f means for structuring sign texts appropriate for the respective text type.
Page 150 3 CEFR – Companion volume
Diagrammatical accuracy
Receptive Productive
C2
No descriptors available; see B2+ No descriptors available; see B2+
C1
No descriptors available; see B2+ No descriptors available; see B2+
B2
Can distinguish the various temporal relationships between the actions and events
(simultaneous events, previous event, subsequent event).
Can distinguish between whether an action involves several people (objects) or
many actions involve one person (subject).
Can distinguish between direct and indirect speech in signed texts.
Can understand statements that contain predicates that take no agent, e.g., “the
water is owing now”.
Can recognise rhetorical questions even if linguistically expressed in a very
economical way, e.g., by raising the eyebrows.
Can assign classiers to the correct reference object (e.g., animals) through the
context.
Can understand aspectual modulations (e.g., staggering, fast, creeping or rolling
movements).
Can situate the dierent contents/actions in the text sensibly in the signing space
in order to structure the text.
Can maintain full consistency in the reference using indexing, productive signs, in
short texts.
Can distinguish on the basis of grammatical signals between statements about real
and imaginary events.
Can keep apart the characters and their actions even in longer texts.
Can recognise sentences as units and indicate how many sentences a short text
contains.
Can understand verbal aspect (e.g., completion, repetition, continuation, result of
actions).
Can use the signing space in a conscious manner, e.g. using the right side for <for>
and the left side for <against> reasons.
Can use a large or a small signing space, dependent on the situation.
Can link productive signing with indicators of time (timelines).
Can employ appropriate timelines in order to indicate the point in time or
the duration of an event (for temporal relations: simultaneously, beforehand/
afterwards, after another).
Can express how one does something; <with X>; <without Y>.
Can express dierent temporal relationships (for example, three relationships:
simultaneously; before and after; one after another).
Can employ upper body posture when indicating time reference, e.g. lean forward
for future.
Can exploit an appropriate timeline in order to place past, present and future
events in the correct relationship to each other.
Can exploit variation in the sign order of subject, verb, object in a sentence in order
to highlight something (e.g. SVO, SOV, OSV).
The CEFR Illustrative Descriptor Scales: Signing competences Page 151
Diagrammatical accuracy
Receptive Productive
B1
Can infer the time, duration or sequence of an event from the timelines employed.
Can understand modied lexical signs.
Can express rhetorical questions in an economical manner, e.g. using just the
eyebrows.
Can express why one does something (aim:< in order to …>).
Can link two phrases to yield the meaning relation of <although> and <despite>.
Can indicate a rhetorical question correctly by leaving a slight pause between the
question and the answer.
Can establish relationships in the signing space and later reuse these.
Can focus on one point on a timeline and/or use temporal adverbials in order to
locate an event correctly in past, present or future time.
Can make comparisons using adjectives, including superlative forms, e.g. through
use of productive signs, changing size, or speed of hand movement.
Can correctly interpret events in a timeline (past, present or future).
Can understand statements indicating intentions (aims, <in order to …>).
Can use non-manual signals to distinguish for example, wh-questions from yes/no
questions, or assertions from yes/no questions.
Can correctly interpret indexical reference to persons, provided they have been
properly introduced and situated.
Can identify various strategies for expressing the comparative and superlative
of adjectives and understand their meaning (e.g., through changes in the size or
speed of the sign or through the correct use of classiers).
Can situate objects/people in the signing space by indexing and later referencing
them with pronouns.
Can correctly direct eye gaze in the signing space in order to refer to previously
introduced objects or people.
Can correctly use dierent sentence types (statements, questions, imperatives).
Can mark questions appropriately, using non-manual markers relevant (e.g. upper
body posture plus mimic, eyebrows).
Can employ the relevant non-manual elements for the description of a shape.
Can employ constructed action in order to convey meaning.
Can incorporate number marking into a sign (e.g. to indicate number of persons
moving, number of days).
Can present a simple temporal sequence by using the signing space.
Can support referencing to events in a passage of time with non-manual features
(e.g. to distinguish events that are close in time as opposed to events that are
distant in time).
Can express cause and eect (reason for something).
Page 152 3 CEFR – Companion volume
Diagrammatical accuracy
Receptive Productive
A2
Can recognise and understand condition and consequence in if-then sentences.
Can understand clause linkages that express <even if>/<nevertheless> relations.
Can understand conditional sentences, i.e. under what conditions (<if>) a
consequence (<then>) occurs.
Can understand how sameness <same-as> and dierence <dierent-from> are
expressed.
Can understand dierences in meaning that indicate whether actions are carried
out by one person or several people, e.g., a person goes v. many people go.
Can express the conditions under which one does certain things (<if … then>).
Can mark verb agreement consistently, maintaining concordance.
Can express a non-causal sequence (e.g. <and then …>, <and so …>, <next …>,
<after that …>).
Can identify dierent types of sentence and their meaning through the word order
(statements, questions, orders).
Can correctly interpret classier constructions in simple sentences, provided they
are clearly signed.
Can correctly interpret verb agreement.
Can understand the meaning of basic causal relations (e.g., “I’m late because I got
stuck in the trac”).
Can recognise and understand modied handshapes.
Can understand indirect messages (questions, requests, wishes, rejection, etc.).
Can distinguish between and understand dierent ways of expressing negation.
Can describe the environment (e.g. landscape) with depicting signs).
Can use canonical space eectively to place focus on important elements.
Can produce accurate handshapes not only in isolated signs but also in sentences.
Can use <if … then> sentences.
Can express lists and sequences <and ..., ... plus>).
Can employ productive signs correctly in simple sentences.
A1
Can understand an utterance as a direct request, question or order and respond
accordingly.
Can understand the forms and sizes of objects (e.g., the form of a pyramid) and
identify the objects.
Can understand dierent plural forms with simple signs (e.g., plural by means of
numbers or by repetition).
Can understand lists and sequences (<and>/<both-and>/<and then> meanings).
Can understand productively expressed time indicators (<day-before-yesterday>,
<3-years-ago>, etc.), when the time references are clearly indicated.
Can understand from descriptions of manipulated objects how a signer sets/lays
them down or places them.
Can use personal pronouns correctly.
Can construct simple sentences with SVO and SOV patterns.
Can represent the thickness of an object by using productive signs.
Can construct a simple sentence using lexical signs.
Can form plurals through use of repetition or by marking a number.
The CEFR Illustrative Descriptor Scales: Signing competences Page 153
6.2. SOCIOLINGUISTIC COMPETENCE
In this scale some elements of sociocultural knowledge have been included, since it is dicult to draw a hard and
fast line between the two concepts. In the SNSF research project, a number of descriptors for specic knowledge
of aspects relevant to deaf communities were calibrated. Despite being important for understanding local culture,
shared knowledge and values, and the meaning of particular signs, some topics that relate to regional culture
have been placed in the supplementary descriptors in Appendix 9 and should be interpreted and exemplied
by regional values relevant wherever needed.
Sociolinguistic appropriateness and cultural repertoire
This scale is the equivalent of the one for sociolinguistic appropriateness under communicative language
competences. In addition to sociolinguistic appropriateness (register, politeness conventions, etc.) some more
general elements of cultural and regional knowledge are included.
Key concepts operationalised in the receptive scale include the following:
f ability to recognise dierent registers and switch between them;
f ability to assess the appropriateness of greetings, introductions and leave taking;
f ability to recognise whether the signer takes into account the social status of a referent or partner;
f ability to assess the appropriateness of the use of signing space (regarding context and recipient);
f ability to apply knowledge of sociocultural norms, taboos, appropriate personal appearance, etc;
f establishment and maintenance of eye contact;
f ability to understand and apply means of gaining attention or means of giving feedback;
f
ability to apply knowledge of the landmarks of the local culture(s): people, facts and major community issues;
f ability to deduce social background, regional origin, local ties from the signing of interlocutors;
f ability to take into account knowledge of the world relevant to communication (e.g. abbreviations, tech-
nical aids).
Key concepts operationalised in the productive scale include the following:
f expression of registers and ability to switch between them;
f ability to express greetings, introductions and leave taking;
f ability to sign appropriately with regard to the social status of referents and/or the interlocutors;
f adaptation of signing space to the context and recipient(s), taking account of local conditions;
f respect for sociocultural norms, taboos, etc;
f establishment and maintenance of eye contact;
f means of gaining attention; means of giving feedback;
f knowledge of the landmarks of the local culture(s); people, facts and major community issues;
f ability to provide and judge social background, regional origin, local ties from the signing of interlocutors;
f applying knowledge of the world relevant to communication (e.g. abbreviations, technical aids, etc.).
Page 154 3 CEFR – Companion volume
Sociolinguistic appropriateness and cultural repertoire
Receptive Productive
C2
Can recognise sociocultural conventions in unfamiliar texts (e.g., appropriate
register, polite forms, social status, taboo subjects).
Can recognise when the signer gives the characters in a story their own linguistic
prole and can describe these proles.
No descriptors available; see C1
C1
Can recognise the linguistic register chosen by the signer on the basis of the signs
used.
Can recognise when a signer switches from an informal to a formal register or vice
versa.
Can judge whether the register employed maintains a distance appropriate to the
text.
Can infer the social relationship between interlocutors (proximity, hierarchy, etc.)
from their remarks.
Can indicate a person’s social status when they have seen how others address that
person (by interpreting the manual signing).
Can understand discreet references to persons present when the signer, for
example, employs a smaller signing space or holds a hand in front of the index
nger so that it is not apparent to whom the nger is pointing.
Can respect sociocultural norms in producing texts (e.g. appropriate register, forms
of politeness, status, taboos).
Can adapt their register to the audience concerned.
Can switch between formal and informal registers without eort.
Can express non-lexical dierence of register through both manual and non-
manual means.
Can tell a joke that relates to deaf experiences.
B2
Can deduce from a person’s linguistic register their probable background (origin,
age, occupation).
Can recognise whether the register of a text is appropriate for the target audience.
Can recognise whether a text contains all information necessary to enable a target
audience with the relevant prior knowledge to understand it.
Can recognise a person or character’s social status on the basis of manual and non-
manual references in the text.
Can understand the abbreviations commonly used in the deaf community.
Can gauge whether the public concerned is familiar with deafness and can explain
things explicitly if necessary.
Can produce lexicalised signs of dierent registers.
Can explain facts and events that are important in deaf communities.
Can attribute a text to a target audience on the basis of the size of a sign, e.g., big/
formal or small/intimate setting.
Can assign the text to a formal or informal context on the basis of manual or non-
manual features in the introduction to the text.
Can judge whether a person introduces themselves to other deaf people in a
culturally appropriate way.
Can recognise and understand cultural references in texts.
Can draw on indirect references to important events, persons and institutions in
their own country in order to understand a text.
Can adopt the appropriate formal register in order to maintain distance from the
reported issue.
Can indicate someone’s social status through the articulation of signs in the
signing space (e.g. use of a higher locus in signing space to indicate a higher status
than the signer’s).
The CEFR Illustrative Descriptor Scales: Signing competences Page 155
Sociolinguistic appropriateness and cultural repertoire
Receptive Productive
B1
Can understand and follow explanations on the origin of culture-specic signs,
such as names of well-known people, institutions or places.
Can, as appropriate, engage in greeting/leave-taking remark, according to the type
of text and the public concerned.
Can present themselves in a manner appropriate to the type of text and the public
concerned (e.g. clothes, accessories, personal appearance).
47
Can sensitise people to cultural issues.
Can, in the course of describing travel, include cultural experiences and aspects
typical of the country concerned.
Can judge whether or not a greeting/leave-taking remark is appropriate for the
type of text concerned.
Can introduce themselves to deaf people appropriately.
Can use their knowledge of the target sign language culture to explain the origin
of certain culturally determined signs (e.g. the names of well-known people,
institutions and place names).
Can indicate someone’s social status with non-manual means (e.g. direction of
vision).
Can use the sign-abbreviations that are conventional in relation to sign language
communities.
A2
Can recognise on the basis of the sign-language address pronouns whether
strangers are addressing them appropriately.
Can recognise when someone wishes to be given the oor (e.g., raising a hand,
tapping a person’s arm).
Can maintain eye contact with their interlocutor while signing.
Can accept or decline a direct request or demand.
Is familiar with the common technical aids for communication between deaf and
hearing people and can name them.
Can recognise dierences in register that the signer expresses manually and
non-manually.
Can recognise whether the interlocutor responds appropriately to a <thank you>
etc.
Can use an appropriate means of address when meeting an unknown deaf person.
Can adapt the signing space used to the context and the audience.
Can take into account aspects of the immediate environment that are important
for signed communication (e.g. light, objects on the table).
47. These non-linguistic elements relate to the visibility of the author of a sign language text. Learners need to anticipate in production how such factors inuence the reception of their text.
Page 156 3 CEFR – Companion volume
Sociolinguistic appropriateness and cultural repertoire
Receptive Productive
A1
Can maintain appropriate eye contact with a signer in a dialogue. Can greet a deaf person appropriately.
Can employ dierent strategies in order to establish the eye contact necessary
for communication (e.g. waving, tapping a person on the shoulder, arm or hand,
tapping on the table, turning o and on lighting).
Can attract attention in order to acquire the turn (e.g. by raising a hand or waving
to gain eye contact, by tapping the interlocutor on the shoulder).
Can maintain direct eye contact with their interlocutor.
Can use ngerspelling as an aid when communication problems occur.
Can give their interlocutor visual feedback through conventionalised phrases and
mouthings.
Can give their interlocutor visual feedback (positive and negative) using facial
expressions and other non-manual elements (e.g. head nod or shake).
Can respond appropriately in conventionalised interactions, e.g. replying with a
formulaic <welcome> / <never mind> / <all well …> / <thank you>.
The CEFR Illustrative Descriptor Scales: Signing competences Page 157
6.3. PRAGMATIC COMPETENCE
Pragmatic competences cover discourse competences in dierent media, such as the ability to create personal
meaning in the context of a face-to-face or a written discourse and to capture the intentions of language action
(e.g. of indirect acts of speech), as well as functional competences such as processing and comprehension even
of implicit meaning. These competences also relate to language awareness (metalanguage). Pairs of descriptor
scales are available for “Sign text structure” and “Setting and perspectives”. In addition there are two other receptive
scales, “Language awareness and interpretation” and “Processing speed”, as well as two other productive scales:
“Presence and eect” and “Signing uency”.
Sign text structure
The focus of this pair of scales is on the ability of the user/learner not only to grasp and understand the structure
of dierent types of text but also to shape and structure their contributions. Sign text structure relates to the
scales for “Coherence” and “Thematic development” under “Communicative language competences”.
The pair of scales include knowledge of schema for video-recorded texts, e.g. for reports, stories or explanations
and knowledge of the ways texts are built and made coherent. They also include knowledge and employment
of particular cohesive devices in interpreting a text or in shaping and structuring a video text. The notion “text”
is used here without referring to conventional scripts for spoken languages. It is meant to refer to multiphrase
signed expressions to convey ideas, thoughts and meanings that serve some function. The notion “sign text”
highlights the fact that texts in sign languages were ephemeral before media for recording (monologues) were
commonly available. Apart from jokes, particular narratives, prayers and a small number of other genres of text
that were handed down in an “oral tradition” and shared in a community, texts remained dialogic in nature.
They could not be conserved and were not accessible for discursive examination, educational purposes or
argumentative development. This has changed with video.
However, in contrast to written texts, even videoed signed texts cannot easily be skimmed to look for specic
information and headings cannot be checked for a rough overview. Nonetheless, specic knowledge of dierent
text types can help to narrow the search space: a thematic introduction will be found at the beginning, a conclusion
at the end of a video; the indication of time and place of an event can be found close to each other; summaries
are placed at the beginning, conclusions follow the argumentation and so on.
Language users with text competence are able to recognise and assess well-designed as well as fragmented texts
and can grasp explicit and implicit meanings. Text competence also requires the competences of all other scales
introduced here, for example “Diagrammatical accuracy” and “Sign language repertoire”. The text structure scales
focus on coherence and the structured development of a signed message, whereas, for instance, the descriptors
for “Diagrammatical accuracy” focus on the syntactically correct locations for the use of proforms (handshapes
used in place of a previously used sign).
Key concepts operationalised in the receptive scale include:
f ability to detect the logical development and reconstruct the coherence of a text;
f
ability to understand texts by applying knowledge of text types, schemes, genres, and associated text
structures and expected contents;
f ability to react to gaps in the logical development and mists of coherence in a text;
f ability to identify sub-structures of a text (e.g. particular information or chains of argumentation);
f ability to prioritise dierent pieces of information based on their emphasis;
f ability to interpret and weigh explicit and implicit references in a text;
f ability to formulate expectations on textual content and to use expectations in the employment of appro-
priate strategies (e.g. when searching for specic content).
Key concepts operationalised in the productive scale include the following:
f logical development and coherence of the text, with ability to present and justify arguments;
f
structuring information and arguments sequentially with an introduction and conclusion, adding examples
and explanations where needed;
f creating appropriate transitions; placing emphasis;
f appropriate use of cohesive devices (manual and non-manual, rhetorical, etc.) according to the respective
text type;
f referring backwards and forward in the text.
Page 158 3 CEFR – Companion volume
Sign text structure
Receptive Productive
C2
Can understand logical, causal, temporal or semantic relationships in order to link
parts of a signed text to one another.
Can distinguish various kinds of evaluative texts from one another (e.g., a
controvert text with arguments for and against, justication of an argument, or a
philosophical text).
Can identify and understand complex hierarchical structures (e.g. in politics and
organisations).
Can identify missing parts of complex texts or unfamiliar types of texts and infer
missing content.
Can mention in passing several other places and people, without losing their
thread.
Can systematically justify their opinions, for example logically, morally and
pragmatically.
Can eortlessly use stylistic and rhetoric means to eectively develop their
contribution.
C1
Can reproduce the content of a lengthy signed text with various details.
Can, after watching a signed text, explain relationships in detail.
Can recognise various means of structuring signed texts and correctly interpret
their function in the textual context (e.g., rhetorical questions, enumeration, body
turns).
Can use their own knowledge of types of text to formulate expectations regarding
the content and structure of a text and assess its quality accordingly.
Can distinguish the separate elements of an argument (assertion, reasons,
examples, conclusions) in a signed text.
Can predict what is coming next from the order in which elements appear in an
utterance, and the emphasis that they receive.
Can develop a convincing, logical argument (thesis, justication, exemplication,
conclusion).
Can emphasise certain aspects of a complex topic.
Can structure complex content in a sensible way.
Can employ dierent types of argumentative texts (e.g. an explanatory text
outlining arguments for and against something, or a text giving detailed
background and exploring an issue in depth).
Can treat a very wide range of topics, introducing and concluding each one
appropriately.
Can eortlessly employ manual and non-manual, lexical and productive cohesive
devices to structure the text.
Can adapt the linguistic cohesive devices employed appropriately to the internal
structure of the text.
Can construct the message of a text from general statements to specic details.
B2+
Can recognise the recurrent, central theme in enacted texts.
Can recognise, on the basis of the location of an argument in the signing space, to
what opinion the argument belongs.
Can identify structural elements of texts and use their functions to understand the
text as a whole.
Can identify gaps in familiar types of text and ll these coherently by deduction or
query.
Can recognise whether or not the signer is answering the key questions in a text.
Can formulate an appropriate introduction and conclusion for a text.
Can, while concluding, establish a thematic reference back to the introduction.
Can organise and formulate content following guiding principles.
Can provide recipients who are not present with all the necessary information
about the context, so that they can follow what is said.
Can group dierent pieces of information thematically.
Can present with images the way an event/organisation is structured.
Can use pauses to structure a text (e.g. pausing between dierent arguments).
The CEFR Illustrative Descriptor Scales: Signing competences Page 159
Sign text structure
Receptive Productive
B2
Can understand well the content of a clearly structured, lengthy signed text.
Can grasp the recurrent, central theme in a text and follow it without diculty.
Can recognise in a signed text the transitions between the introduction, the main
text and the conclusions.
Can assess whether the introduction and the conclusion of a text t together.
Can recognise a change of topics in a signed text.
Can structure content into categories/topics, situate these in the signing space,
and then refer to them through indexing.
Can structure the text logically, maintaining a clear development.
Can deliver all of the contents and components that are expected for the type of
text concerned.
Can employ a metalanguage, e.g. to orientate the reader by explaining explicitly in
the text the order in which they are doing things.
Can create appropriate transitions and links between the dierent sections of the
text.
Can highlight the most important aspects of a topic.
Can employ principles that govern moving from general ideas to presenting
details.
Can employ rules that concern going from the general to details.
Can indicate temporal relationships between dierent things related in a report.
Can briey explain a term in the course of a text, when and if this is necessary.
B1+
Can recognise the importance of a statement that is at the centre of the signing
space.
Can understand references to previously provided information.
Can identify connections and relationships between content if these are explicitly
referred to in the signed text.
Can understand the development of a highly structured signed text.
Can recognise means of spatial structuring and use them for understanding a
signed text.
Can deduce the content of a short text from the context even if local cohesive
devices are lacking.
Can structure text content into an introduction, main section and conclusion.
Can present content in a sensible order.
Can structure a text into a number of thematic sections.
Can present clearly the relationships between things by making explicit reference
to them.
Can point out relevant and interesting details briey and concisely.
Can refer explicitly to what has been said earlier.
Can compare the opinions of others and take a position in relation to them.
Can relate their own experience to something in the text.
Page 160 3 CEFR – Companion volume
Sign text structure
Receptive Productive
B1
Can recognise simple ways of structuring in a signed text (e.g., a subject and
comments on it).
Can formulate the aim and objective of a text in the introduction.
Can sequence the successive elements of a text in logical order.
Can introduce a topic appropriately, then provide the relevant content.
Can indicate the most important aspects of a topic in the hierarchical order of their
importance.
Can employ simple strategies to structure information (e.g. adding comments on
the topic).
Can use the sign <palm-up> to mark the end of a particular discourse contribution.
Can summarise in a text the most important statements in reply to “when”, “where”,
“who”, “what”, “how” and “why” questions.
Can give reasons for their opinions.
Can conclude their contribution correctly (hands together).
A2
Can introduce a topic adequately.
Can dierentiate the dierent points in a list.
Can formulate simple for-and-against arguments in the form of questions.
Can produce a summary on simple topics.
Can nd the main points in short everyday texts.
Can identify and understand simple hierarchical structures (e.g., families, work) by
using buoys in signing space.
Can understand simple time sequences expressed through the signing space.
Can infer the intention/objective of a signed text from the introduction.
Can, at the beginning of a text, give the details necessary to frame the description,
providing answers to the key “what”, “where” and “who” questions.
A1
Can grasp the individual points in an enumeration.
Can recognise the end of a signed contribution by e.g., the clasped hands.
No descriptors available
The CEFR Illustrative Descriptor Scales: Signing competences Page 161
Setting and perspectives
A key aspect of sign languages is the use of spatial reference. This requires clearly establishing contexts for
interpretation by creating a setting. To do so, the three-dimensional signing space is systematically divided.
Discourse referents and particular relations must be placed unambiguously within the signing space. Establishing
references serves two main functions: it is a means to establish reference relations within sentences (clauses)
and it provides a context of interpretation for a text. Sign languages typically clearly introduce the context and
setting of a text at the beginning of the interaction or production in order to establish reference points within the
three-dimensional signing space. Once established, these reference points remain in place until a new setting is
introduced, or an animate referent moves through space. Consistency of spatial relations is therefore essential
in order to produce a coherent, unambiguous contribution.
During a contribution, for example in constructed dialogue (reported speech), it may be necessary for the
signer to adopt the perspective of a particular referent. Signers can shift between perspectives by leveraging
the potential for moving between referential loci (via a body shift or a shoulder shift), or in more reduced forms
(e.g. with eye gaze shifts to mark a change in point of view). In all instances, the canonical viewpoint is typically
that of the signer. Thus, sign languages and spoken languages use the same privileged viewpoint: namely that
of the signer or speaker.
Key concepts operationalised in the receptive scale include the following:
f ability to envisage signing space and to memorise the relations for the subsequent text;
f ability to recognise a new setting, change of scene, topic, etc.;
f comprehension of an action, event or issue that is presented from the perspective of dierent people or
dierent points of view;
f
ability to follow constructed action (role shifts, shifts of perspectives), constructed dialogue (reported
speech), and to recognise the dierent techniques in doing so, e.g. by body posture, line of vision or other
non-manuals;
f interpretation of manual and non-manual signals and comprehension of setting-related references.
Key concepts operationalised in the productive scale include the following:
f ability to envisage and plan use of signing space;
f ability to construct a new setting or indicate a change of scene, topic, etc.;
f
ability to present an action, event or issue from the perspective of dierent people or dierent points of view;
f ability to adopt or change a role (e.g. through body posture, line of vision, depiction);
f use of non-manual means such as facial expression, posture or eye gaze to indicate dierent people.
Page 162 3 CEFR – Companion volume
Setting and perspectives
Receptive Productive
C2
Can follow a constructed dialogue between several characters without diculty
even if the marking of role changes is reduced e.g., to the direction of vision.
Can follow changes of scene, locations or persons during an action.
Can easily follow several changes of perspective and role.
Can present a complex action or event by playing dierent roles and adopting
dierent perspectives.
C1
Can memorise spatial settings established in signing space (e.g., landscape, family,
situation) and follow references within the settings without diculty.
Can fully grasp a setting established in the signing space (e.g., landscape, family
relations, situation), even if it is only indicated by depicting verbs.
Can recognise when the signer is establishing a new scene for reference (a setting)
in signing space.
Can distinguish between various perspectives (observer/narrator), provided they
are clearly marked.
Can recognise what the signer says from their own perspective and what they say
from another person’s perspective.
Can, in their interpretation of the text, take account of the perspective of a
participant in the action (e.g., that the character does not see everything).
Can switch between dierent perspectives.
Can create a complex 3-D image including objects in motion.
B2
Can understand a narrative with several characters when the changes of roles are
clearly and slowly marked (e.g., by the position of the upper body and eye gaze).
Can use the signing space correctly while presenting an interaction between more
than two people (e.g. family dinner).
Can correctly introduce and eect a role shift.
Can present a simple action or event from the perspective of a participant.
Can present a simple action or event from the perspective of an observer/narrator.
Can grasp the spatial references in signing space and use these for comprehension.
Can recognise what the signer says themselves and what they say from the
perspective of another person.
Can linguistically correctly construct a new setting when the text requires a new
topic or situation to be addressed.
Can introduce a setting using just constructed action and depiction.
Can present a change of scene, place or person comprehensibly.
Can depict the role of a character, e.g. to demonstrate feelings.
Can depict a change of character perspective with body posture and/or the
direction of vision.
The CEFR Illustrative Descriptor Scales: Signing competences Page 163
Setting and perspectives
Receptive Productive
B1
Can correctly identify objects and persons that have already been introduced on
the basis of the direction of the signer’s gaze.
Can use location markings established at the beginning of the text and understand
subsequent references to it, provided these are clearly indicated.
Can identify and remember relative positions of persons/objects and their spatial
relationships with one another.
Can, in spatial descriptions, understand where and how objects are located.
Can construct a setting in the signing space for a text (e.g. landscape, family,
situation) in a linguistically correct manner.
Can describe correctly the relative positions of entities with respect to each other.
Can demonstrate a change of character perspective through an alteration in upper
body posture.
Can imagine the surroundings, such as the landscape or room furnishings, from
descriptions of shapes.
Can, by means of subsequent indexical references, once again identify objects and
persons previously situated in the signing space.
Can represent the relative proportions and inter-relationships of e.g. a landscape in
signing space.
Can envisage and describe ideas spatially.
Can develop a statement that maps ideas from near to far, and from small to big.
Can create a clear image in the signing space.
Can employ facial expressions appropriate to a character in a narrative.
Can refer to characters in a narrative by using depiction.
A2
No descriptors available Can use body posture to indicate dierent opinions in relation to an issue (e.g. by
contrasting arguments for and against by a posture oriented to the right and to the
left respectively).
Can adopt a facial expression appropriate to the character, person or object being
described.
Can describe a person by using constructed action.
Can understand simple constructed action where the signer takes another person’s
role.
Can consistently maintain the relative sizes and proportions of objects (e.g. when
peeling a banana).
A1
No descriptors available No descriptors available
Page 164 3 CEFR – Companion volume
Language awareness and interpretation
This scale includes descriptors for competences that enable a correct interpretation of perceived acts of
communication as well as of their functions. These competences allow the identication of the respective functions
of texts (convincing, amusing, persuading, aecting, etc.) to establish expectations of a text, to understand and
evaluate the presence of the signer, and to distinguish dierent levels of communication. The competences also
include the comprehension and assessment of stylistic means, connotative meanings and conscious prosodic signals.
Metalinguistic competences allow for evaluative attributions of specic signs and expressions perceived,for
example as an aesthetic contribution or a rhetorical reply. They are applied in the interpretation of a signer’s
productions as, for example, in a text making an appeal or request, or in a formal text, and they are applied in
reections on signing.
Over and above accessing lexical and productive repertoires, these competences encompass the ability to
understand dierent types of signed statements, such as variation in tempo and style that are not part of the lexicon.
Also, in contrast to authors of written text, the author of a signed text usually remains visible: videoed sign texts
are not alienated from authors, and the conveyed meanings are not detached from the authors unless they use
technological techniques (e.g. an avatar). Therefore, the appearance of the signer may be substantially important for
the interpretation of a signed text. Indeed, this is a feature that videoed texts share with face-to-face interactions.
Key concepts operationalised in the scale include the following:
f
correct interpretation of conscious prosodic signals as well as non-linguistic (non-verbal) signals conveyed
by the signer;
f identication of the intended communicative act as a whole and assessment of the signer’s conformity
to appearance;
f ability to distinguish between intended and unintended, communicative and non-communicative beha-
viour of the signer, its correct interpretations and reection;
f correct interpretation of new classiers, pauses, handshapes, ready-made signs, etc.;
f correct interpretation of non-manual means, e.g. facial expression, eye gaze, mouthing including mouth
gestures (or not), as elements of constructed action and constructed dialogue;
f distinction of connotative meaning even if conveyed in a non-explicit way;
f correct interpretation of the rhetorical or structural function of pauses, metaphors, irony, etc.
Language awareness and interpretation
C2
Can work out the main points of emphasis in sophisticated texts.
Can understand aesthetic signing in the context of use, even if they are not familiar with it.
Can interpret abstract poetic signs.
Can recognise rhetorical and stylistic devices in a signed text and understand their functions (e.g.,
repetition, rhyme, metaphor, irony).
Can understand signing in which the signer combines dierent stylistic devices simultaneously (e.g.,
non-dominant hand indicates a context, whereas dominant hand indicates an action from a dierent
perspective, either being combined with non-manual expressions).48
Can recognise a variation in the word order and describe its rhetorical eect (e.g., emphasis).
Can recognise when a signer employs the sustained hold of a sign as a prosodic or rhetorical device.
C1
Can extract key information on an unfamiliar subject from a lengthy signed text.
Can decide whether or not a statement made about a text takes account of an implied meaning.
Can correctly interpret metalinguistic references within a signed text.
Can grasp unknown concepts by exploiting analogies explained in a text
Can distinguish between the use of body posture as a means of structuring the text (e.g., to separate
arguments for and against) or as a grammatical device (e.g., for relative clauses).
Can understand complicated emotional states that the signer expresses non-manually and by constructed action.
Can identify and outline content which is expressed in creative images.
Can explain creative language games in which the signer uses, e.g. the handshape, as an aesthetic element.
48. This is an instance of “body partitioning”.
The CEFR Illustrative Descriptor Scales: Signing competences Page 165
Language awareness and interpretation
B2
Can understand conveyed information that is implied, but not explicitly stated in a text (e.g., he went
skiing, and I’ll visit him in hospital).
Can follow the main points of a text even when the signer also makes digressions.
Can recognise whether a signer is delivering a complex text in a relaxed or a tense way.
Can recognise whether the signer produces a text in a specic rhythm and describe the eect of various
rhythms.
Can give reasons why the signer inserts pauses in a text, e.g., because they make sense as a structural
element or because the signer has to reect.
Can understand who has what opinion and how these opinions relate to each other.
Can recognise when a signer’s personal experiences inuence the argumentation and when they do not.
Can determine whether the signing style used is in keeping with the content.
Can decide on the basis of the interlocutor’s signs and non-manual cues how certain the signer is about
what they are saying (e.g., <undecided> / <uncertain> / <probable>).
Can distinguish productive signs with classier constructions from imitative, iconic signs.
Can follow the signs made by an interlocutor even when less use is made of non-manual means.
Can describe the eect that the sign speed of a text has on them.
Can judge whether a person presents themselves in a way that is in keeping with the context and the type
of text concerned (clothing, aura, well-groomed appearance).
Can deduce the meaning of unfamiliar signs using comparisons and analogies.
B1
Can understand the sequence of events from the sequence of statements made.
Can understand simple “for” and “against” arguments on a particular issue.
Can understand what advantages and disadvantages a text mentions on a subject.
Can understand the key aspects of conclusions.
Can recognise and correctly interpret important elements on the basis of non-manual components used
for emphasis (e.g., facial expression, size of movement).
Can infer from the classiers used what general term is being talked about (e.g., “murder” from the
handling of a murder weapon).
Can distinguish between important and unimportant content in a text.
Can infer the temporal aspect from the movements of the upper body.
Can understand a text so well that they are emotionally aected.
Can recognise the non-manual elements employed by a signer to produce tension in the text.
Can correctly interpret the <palm-up> sign (e.g., to indicate a pause).
Can recognise and understand non-manual markers.
Can understand explanations so that they can implement instructions.
A2
Can understand an introduction to a subject and reproduce it in their own words.
Can grasp the signer’s opinion on a subject.
Can relate explanations and examples to one another.
Can interpret emotions when the signer communicates these by means of facial expressions.
Can recognise whether or not they are addressed as the recipient.
Can understand the main points of signed texts on everyday topics
Can grasp and indicate the dierences between things.
Can identify identical references even if these are expressed in dierent linguistic ways, e.g., by a lexical
sign or by constructed action.
Can recognise unfamiliar signs in the continuous ow and ask what they mean.
A1
Can distinguish between positive and negative attitudes on the basis of non-manual cues (e.g., eyebrows
together v. high eyebrows).
Can understand the direct acceptance or rejection of requests/demands.
Page 166 3 CEFR – Companion volume
Presence and eect
The extent of the eect on addressees of one’s signing (perlocutionary eects of convincing, amusing, persuading,
aecting, etc.) and the specic signs at the user/learner’s disposal are the main focus of this scale. There is a focus
on the vocabulary and range of structures, including both manual and non-manual elements, and the way the
user can exploit them stylistically in order to produce a catchy text. Whether the user wants to demonstrate
sophistication, boast or explain, the signer must be aware of their presence.
This includes dierent ways of presenting a signed statement, such as variation in tempo and style. In contrast to
a written text, the author remains visible in sign texts: videoed texts in a sign language are not typically detached
from their authors, and neither are the conveyed meanings. Producing a formal sign text, for example, requires
an appropriate formal appearance on the part of the signer. Therefore, there is an additional competence in
producing signed texts, namely the “competence of appearance” that must be learnt and that includes various
aspects of how to successfully produce an appropriate sign text for specic purposes.
Key concepts operationalised in the scale include the following:
f sophistication and semantic precision in the overall message (up to aesthetic use at C2);
f conscious use of rhetorical means, register options, pause structure and discourse control;
f anticipation of the needs of the addressees in discursive productions;
f
use of productive and established lexicon, including ready-made signs, use of depiction where appropriate
and eective;
f expression of specic functions and vocabulary (A levels);
f behaviour and appearance of the signer (taking account of the visible environment, accessories, etc.).
Presence and eect
C2
Can be creative, without losing their train of thought.
Can use a wide range of dierent ways to build up suspense and excitement (e.g. constructed action,
rhetorical questions, varying rhythm).
Can eortlessly and playfully employ handshapes as an aesthetic element, so that creative forms of
language emerge.
Can present thoughts and feelings in an artistic way by using a selection of signs and depiction, as
appropriate.
C1
Can prepare well, so that while signing they do not need to think about content.
Appears calm and relaxed when signing, even when a high degree of concentration is required.
Can give the characters in a story their own individual linguistic prole (style, tone, register, etc.).
Can use language to develop a narrative in such a way that the recipient can become immersed in what is
happening in the story.
Can alter the pace of signing (from slow to fast) in order to build up suspense.
Can cause the recipients to be carried away by enthusiasm.
Can employ exaggeration appropriately and eectively.
B2
Can contribute unconventional and original reections on the topic concerned in a linguistically skilful
manner.
Can express their imagination and concepts creatively.
Can choose from a broad variety of non-manual means to build up suspense and excitement.
Can cause an audience to experience strong emotions (e.g. laughing, crying).
Can describe an event in an exciting way.
Can express complicated emotional states through constructed action and gesture.
Can make relevant comparisons that help the recipient better grasp the information concerned.
Can stimulate/awaken curiosity on the part of the recipient with regard to the ending to a text.
B1+
Can convey a new point of view in a way that makes the recipients think.
Can express the feelings of a person who is close to them.
Can use body language and facial expression to convey meaning.
Can emphasise what is important by using non-manual means and the extent of movements.
The CEFR Illustrative Descriptor Scales: Signing competences Page 167
Presence and eect
B1
Can hold the attention of the recipients by employing various means (e.g. rhetorical questions).
Can tell a story in a credible way.
Can express personal traits of a character.
A2
Can present themselves in a polite and appropriate way.
Can state facts in a neutral manner, excluding emotional aectedness.
Can convey and stimulate feelings (e.g. joy, sadness).
Can convey emotions through facial expression.
Can employ depiction appropriately to express negative and positive feelings (e.g. eyebrows together:
negative; eyebrows raised: positive).
A1
Can position themselves so that the signing is easily visible to the recipients.
Can express emotional states through depiction only (without the need for lexical signs).
Processing speed
This scale includes competences that describe the ease or eort in comprehending a sign language. The
processing speed may depend on familiar versus unfamiliar signs, on the degree of grammatical complexity or on
the familiarity with ngerspelling, to give examples. The scale therefore captures how dierent competences of
other scales can be used, how automatised competences already are and how many resources must be allocated
in interpretation or are available for further processing of messages. The individual’s experience of challenging
communication, depending on the language used, relates to this. Processing speed indicates the level of training
of a recipient and how well they can grasp and understand conveyed information.
Key concepts operationalised in the scale include the following:
f strain of comprehending texts and expressions of diering length, explicitness and complexity;
f ability to assess the signing speed, regularity and rhythm of others and to monitor oneself;
f ability to capture actions that are produced with dierent articulators simultaneously;
f ability to follow actions with several characters and complex settings;
f
ability to follow messages or texts even if the transitions between the dierent parts of the text are
smoothly signed;
f ability to understand uently produced ngerspelling;
f
ability to follow the content despite assimilations, interruptions, gaps, pauses, production errors or unclear
signing.
Processing speed
C2
Can follow texts that are enacted in parallel (e.g., with two signers).
Can keep track of who is to take the next turn when several signers are involved, for example, in a panel
discussion, by monitoring requests for a turn.
Can list the various aspects mentioned in a text even if the signer mentions them quickly one after the
other.
Can easily understand uently ngerspelled signs, even if they do not see every letter but perhaps only
ergonomic word shapes.
C1
Can follow a long uidly signed text.
Can follow complicated reports without diculty.
Can easily understand complex actions and relationships between objects/persons/places that are
described using various classier constructions.
Can follow how people react to one another’s communication behaviour even when several signers are
involved, for example in a panel discussion.
Can understand a signed text even if the signer uses only one hand.
Can follow a text even when it contains several unknown signs.
Can understand a text even when certain signs or sentences are incomplete or not visible.
Can spot signing errors and correct them for themselves without query.
Page 168 3 CEFR – Companion volume
Processing speed
B2
Can follow unexpected news or video messages without preparation.
Can easily understand descriptions of actions even if the signer uses dierent classier constructions (e.g.,
manipulators, substitutors).
Can follow even unexpected twists in a text.
Can understand rhythmically presented movement sequences and actions, and recognise their aesthetic
quality.
B1
Can follow a long and slowly signed text, provided it is shown several times.
Can follow the narration of a well-known story without diculty.
Can recognise and imitate various handshapes, even when the signer uses them in rapid succession.
Can spot signing errors and ask for more precision or clarication.
Can follow a longer, uidly signed text, provided it is repeated.
Can understand a relatively long text in one go, provided it is signed slowly.
Can understand designations (name, ngerspelled items, functions) for persons in a text and subsequent
reference to them.
A2
Can follow the interlocutor’s signs, provided they are clearly visible.
Can understand uent ngerspelling of letters, provided the producer repeats it, if necessary.
A1
Can understand short, slowly and clearly signed texts in one go.
Signing uency
This scale is a direct equivalent of the scale for uency under communicative language competences. Key
concepts operationalised in the scale include the following:
f the pace, regularity and rhythm of signing;
f ability to pause where appropriate;
f ability to articulate simultaneous constructions with dierent articulators;
f ability to articulate signs one after another with smooth transitions and without distortion;
f
ability to ngerspell in a uid sequence to express words for unknown signs (A levels) or context-dependent
emphasis (B level and beyond), or as a means of bilingual contact signing (all levels).
Signing uency
C2
No descriptors available; see C1
C1
Can sign rapidly in a steady rhythm.
Can sign a longer text uently and rhythmically.
Can employ an extended hold of a sign (hold) as a rhetorical or prosodic feature.
B2
Can sign at a uent pace, even though some pauses for planning are still necessary.
Can relate uently in a sign language a story that they know.
Can hold a sign with one hand in order to demonstrate something static (hold), while simultaneously using
the other hand to continue signing.
49
Can sign at a comfortable pace, without needing to think about the individual signs.
Can use pauses for eect at appropriate points.
Can rhythmically represent the stages of a movement or activity (e.g. leaves falling down, hail).
Can ngerspell uently, connecting or blending elements smoothly.
49. These constructions are also known as “fragment buoys”.
The CEFR Illustrative Descriptor Scales: Signing competences Page 169
Signing uency
B1
Can sign a uent transition between related points.
Can sign a short text rhythmically.
Can employ sequences of handshapes and/or the handshapes for ngerspelling uently.
A2
Can sign a simple sentence rhythmically.
Can indicate the end of a sentence clearly by leaving a pause.
A1
No descriptors available
Page 171
APPENDICES
Page 173
Appendix 1
SALIENT FEATURES OF THE CEFR LEVELS
Level A1 is considered the lowest level of generative language use – the point at which the learner can “interact
in a simple way, ask and answer simple questions about themselves, where they live, people they know, and
things they have, initiate and respond to simple statements in areas of immediate need or on very familiar topics”,
rather than relying purely on a very nite rehearsed, lexically organised repertoire of situation-specic phrases.
Level A2 does appear to reect the level referred to by the “Waystage” specication. It is at this level that the
majority of descriptors stating social functions are to be found, like “use simple everyday polite forms of greeting
and address”; “greet people, ask how they are and react to news”; “handle very short social exchanges”; “ask and
answer questions about what people do at work and in free time”; “make and respond to invitations”; “discuss
what to do, where to go and make arrangements to meet”; “make and accept oers”. Here too are to be found
descriptors on getting out and about: the simplied cut-down version of the full set of transactional specications
in “The Threshold Level” for adults living abroad, like: “make simple transactions in shops, post oces or banks”;
“get simple information about travel”; “use public transport: buses, trains, and taxis, ask for basic information,
ask and give directions, and buy tickets”; “ask for and provide everyday goods and services”.
The next band represents a “strong Waystage” (A2+) performance. What is noticeable here is more active
participation in conversation given some assistance and certain limitations, for example: “initiate, maintain and
close simple, restricted face-to-face conversation”; “understand enough to manage simple, routine exchanges
without undue eort”; “make themselves understood and exchange ideas and information on familiar topics
in predictable everyday situations, provided the other person helps if necessary”; “communicate successfully
on basic themes if they can ask for help to express what they want to”; “deal with everyday situations with
predictable content, though they will generally have to compromise the message and search for words/signs”;
“interact with reasonable ease in structured situations, given some help, but participation in open discussion
is fairly restricted”; plus signicantly more ability to sustain monologues, for example: “express how they feel in
simple terms”; “give an extended description of everyday aspects of their environment, e.g. people, places, a job
or study experience”; “describe past activities and personal experiences”; “describe habits and routines”; “describe
plans and arrangements”; “explain what they like or dislike about something”; “give short, basic descriptions of
events and activities”; “describe pets and possessions”; “use simple descriptive language to make brief statements
about and compare objects and possessions”.
Level B1 reects the “Threshold Level” specication for a visitor to a foreign country and is perhaps most obviously
categorised by two features. The rst feature is the ability to maintain interaction and get across what you
want to, in a range of contexts, for example: “generally follow the main points of extended discussion around
them, provided people articulate clearly in standard language”; “give or seek personal views and opinions in an
informal discussion with friends”; “express the main point they want to make comprehensibly”; “exploit a wide
range of simple language exibly to express much of what they want to”; “maintain a conversation or discussion
but may sometimes be dicult to follow when trying to express exactly what they would like to”; “keep going
comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially
in longer stretches of free production”. The second feature is the ability to cope exibly with problems in everyday
life, for example “cope with less routine situations on public transport”; “deal with most situations likely to
arise when making travel arrangements through an agent or when actually travelling”; “enter unprepared into
conversations on familiar topics”; “make a complaint”; “take some initiatives in an interview/consultation (e.g.
to bring up a new subject) but is very dependent on interviewer in the interaction”; “ask someone to clarify or
elaborate what they have just said”.
Page 174 3 CEFR – Companion volume
The subsequent band seems to be a “strong Threshold” (B1+). The same two main features continue to be present,
with the addition of a number of descriptors that focus on the exchange of “quantities” of information, for example:
“take messages communicating enquiries, explaining problems”; “provide concrete information required in
an interview/consultation (e.g. describe symptoms to a doctor) but does so with limited precision”; “explain
why something is a problem”; “summarise and give their opinion about a short story, article, talk, discussion,
interview or documentary and answer further questions of detail”; “carry out a prepared interview, checking and
conrming information, though they may occasionally have to ask for repetition if the other person’s response is
rapid or extended”; “describe how to do something, giving detailed instructions”; “exchange accumulated factual
information on familiar routine and non-routine matters within their eld with some condence”.
Level B2 represents a new level as far above B1 (“Threshold”) as A2 (“Waystage”) is below it. It is intended to
reect the “Vantage Level” specication. The metaphor is that having been progressing slowly but steadily
across the intermediate plateau, the user/learner nds they have arrived somewhere, things look dierent, they
acquire a new perspective, can look around them in a new way. This concept does seem to be borne out to a
considerable extent by the descriptors calibrated at this level. They represent quite a break with the content so
far. For example, at the lower end of the band there is a focus on eective argument: “account for and sustain
their opinions in discussion by providing relevant explanations, arguments and comments”; “explain a viewpoint
on a topical issue giving the advantages and disadvantages of various options”; “construct a chain of reasoned
argument”; “develop an argument giving reasons in support of or against a particular point of view”; “explain a
problem and make it clear that their counterpart in a negotiation must make a concession”; “speculate about
causes, consequences, hypothetical situations”; “take an active part in informal discussion in familiar contexts,
commenting, putting their point of view clearly, evaluating alternative proposals and making and responding to
hypotheses”. Secondly, running right through the level there are two new focuses. The rst is being able to more
than hold your own in social discourse: for example, “converse naturally, uently and eectively”; “understand in
detail what is said to them in the standard language even in an [audially/visually] noisy environment”; “initiate
discourse, take their turn when appropriate and end conversation when they need to, though they may not
always do this elegantly”; “use stock phrases (e.g. “That’s a dicult question to answer”) to gain time and keep
the turn while formulating what to say”; “interact with a degree of uency and spontaneity that makes regular
interaction with users of the target language quite possible without imposing strain on either party”; “adjust to
the changes of direction, style and emphasis normally found in conversation”; “sustain relationships with users
of the target language without unintentionally amusing or irritating them or requiring them to behave other
than they would with another procient user”. The second new focus is a new degree of language awareness:
“correct mistakes if they have led to misunderstandings”; “make a note of their recurrent mistakes and consciously
monitor their language”; “generally correct slips and errors if they become conscious of them”; “plan what is to
be said and the means to say it, considering the eect on the recipient(s)”. In all, this does seem to be a new
threshold for a language learner to cross.
At the next band – representing a “strong Vantage” (B2+) performance – the focus on argument, eective social
discourse and on language awareness that appears at B2 (“Vantage”) continues. However, the focus on argument
and social discourse can also be interpreted as a new focus on discourse skills. This new degree of discourse
competence shows itself in conversational management (co-operating strategies): “give feedback on and follow
up statements and inferences by others and so help the development of discussion”; “relate own contribution
skilfully to those of others”. It is also apparent in relation to coherence/cohesion: “use a limited number of
cohesive devices to link sentences together smoothly into clear, connected discourse”; “use a variety of linking
expressions eciently to mark clearly the relationships between ideas”; “develop an argument systematically
with appropriate highlighting of signicant points, and relevant supporting detail”. Finally, it is at this band that
there is a concentration of items on “negotiating”: “outline a case for compensation, using persuasive language
and simple arguments to demand satisfaction”; “state clearly the limits to a concession”.
Level C1, seems to be characterised by good access to a broad range of language, which allows uent, spontaneous
communication, as illustrated by the following examples: “Can express themselves uently and spontaneously,
almost eortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with
circumlocutions. There is little obvious searching for expressions or avoidance strategies”; “only a conceptually
dicult subject can hinder a natural, smooth ow of language”. The discourse skills characterising the previous
band continue to be evident at Level C1, with an emphasis on more uency, for example: “select a suitable phrase
from a uent repertoire of discourse functions to preface their remarks in order to get the oor, or to gain time
and keep it while thinking”; “produce clear, smoothly owing, well-structured language, showing controlled use
of organisational patterns, connectors and cohesive devices”.
Salient features of the CEFR levels Page 175
Level C2 is not intended to imply native-speaker or near native-speaker competence. What is intended is to
characterise the degree of precision, appropriateness and ease with the language that typies the speech of those
who have been highly successful learners. Descriptors calibrated here include: “convey ner shades of meaning
precisely by using, with reasonable accuracy, a wide range of modication devices”; “has a good command of
idiomatic expressions and colloquialisms with awareness of connotative levels of meaning”; “backtrack and
restructure around a diculty so smoothly the interlocutor is hardly aware of it”.
The Common Reference Levels can be presented and exploited in a number of dierent formats, in varying
degrees of detail. Yet the existence of xed points of common reference oers transparency and coherence, a
tool for future planning and a basis for further development.
The Common Reference Levels are summarised in the following table:
Procient user
C2
Can understand virtually all types of texts. Can summarise information from dierent oral and
written sources, reconstructing arguments and accounts in a coherent presentation. Can express
themselves spontaneously, very uently and precisely, dierentiating ner shades of meaning
even in more complex situations.
C1
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can
express themselves uently and spontaneously without much obvious searching for expressions.
Can use language exibly and eectively 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.
Independent user
B2
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in their eld of specialisation. Can interact with a degree of uency and
spontaneity that makes regular interaction with users of the target language quite possible
without imposing strain on 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.
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 while
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 briey give reasons and explanations for opinions and plans.
Basic user
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
their background, immediate environment and matters in areas of immediate need.
A1
Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type. Can introduce themselves and others and can ask and
answer questions about personal details such as where someone lives, people they know and
things they have. Can interact in a simple way provided the other person talks slowly and clearly
and is prepared to help.
Page 177
Appendix 2
SELFASSESSMENT GRID EXPANDED WITH ONLINE
INTERACTION AND MEDIATION
Reception A1 A2 B1 B2 C1
C2
Oral
comprehension
I can recognise familiar
words and very basic
phrases concerning
myself, my family and
immediate concrete
surroundings when
people speak/sign
slowly and clearly.
I can understand
phrases and the
highest frequency
vocabulary related
to areas of most
immediate personal
relevance (e.g. very
basic personal and
family information,
shopping, local
geography,
employment).
I can catch the main
point in short, clear,
simple messages and
announcements.
I can understand the
main points of clear
standard language
on familiar matters
regularly encountered
in work, school,
leisure, etc.
I can understand
the main point of
many radio or TV
programmes on
current aairs or
topics of personal or
professional interest
when the delivery is
relatively slow and
clear.
I can understand
extended talk and
lectures and follow
even complex lines of
argument provided
the topic is reasonably
familiar.
I can understand most
TV news and current
aairs programmes.
I can understand the
majority of lms in
standard language.
I can understand
extended talk even
when it is not clearly
structured and when
relationships are
only implied and not
signalled explicitly.
I can understand
television
programmes and lms
without too much
eort.
I have no diculty
in understanding
any kind of oral
language, whether
live or broadcast,
even when delivered
at fast natural speed,
provided I have some
time to get familiar
with the accent.
Reading
comprehension
I can understand
familiar names, words/
signs and very simple
sentences, for example
on notices and posters
or in catalogues.
I can read very short,
simple texts.
I can nd specic,
predictable
information in
simple everyday
material, such as
advertisements,
prospectuses, menus
and timetables, and
I can understand
short simple personal
letters.
I can understand texts
that consist mainly
of high frequency
everyday or job-
related language.
I can understand the
description of events,
feelings and wishes in
personal letters.
I can read articles and
reports concerned
with contemporary
problems in which
the writers adopt
particular stances or
viewpoints.
I can understand
contemporary literary
prose.
I can understand
long and complex
factual and literary
texts, appreciating
distinctions of style.
I can understand
specialised articles
and longer technical
instructions, even
when they do not
relate to my eld.
I can read with ease
virtually all forms of
the written/signed
language, including
abstract, structurally
or linguistically
complex texts, such as
manuals, specialised
articles and literary
works.
Page 178 3 CEFR – Companion volume
Production A1 A2 B1 B2 C1 C2
Oral production
I can use simple
phrases and sentences
to describe where
I live and people I
know.
I can use a series of
phrases and sentences
to describe in simple
terms my family
and other people,
living conditions,
my educational
background and my
present or most recent
job.
I can connect phrases
in a simple way in
order to describe
experiences and
events, my dreams,
hopes and ambitions.
I can briey give
reasons and
explanations for
opinions and plans.
I can narrate a story
or relate the plot of
a book or lm and
describe my reactions.
I can present clear,
detailed descriptions
on a wide range of
subjects related to my
eld of interest.
I can explain a
viewpoint on a
topical issue giving
the advantages and
disadvantages of
various options.
I can present clear,
detailed descriptions
of complex subjects
integrating sub-
themes, developing
particular points
and rounding o
with an appropriate
conclusion.
I can present a clear,
smoothly owing
description or
argument in a style
appropriate to the
context and with
an eective logical
structure that helps
the recipient notice
and remember
signicant points.
Written
production
I can produce simple
isolated phrases and
sentences.
I can produce a series
of simple phrases and
sentences linked with
simple connectors
like “and”, “but” and
“because”.
I can produce
straightforward
connected text on
topics that are familiar
or of personal interest.
I can produce clear,
detailed text on a
wide range of subjects
related to my interests.
I can produce an essay
or report, passing on
information or giving
reasons in support of
or against a particular
point of view.
I can express myself in
clear, well-structured
text, expressing
points of view at some
length.
I can produce detailed
expositions of
complex subjects in
an essay or a report,
underlining what I
consider to be the
salient issues.
I can produce dierent
kinds of texts in a style
appropriate to the
reader I have in mind.
I can produce clear,
smoothly owing text
in an appropriate style.
I can produce complex
letters, reports or
articles that present a
case with an eective
logical structure that
helps the recipient
notice and remember
signicant points.
I can produce
summaries and
reviews of professional
or literary works.
Self-assessment grid (expanded with online interaction and mediation) Page 179
Interaction A1 A2 B1 B2 C1
C2
Oral interaction
I can interact in a
simple way provided
the other person is
prepared to repeat or
rephrase things at a
slower rate and help
me formulate what I
am trying to express.
I can ask and answer
simple questions in
areas of immediate
need or on very
familiar topics.
I can communicate
in simple and routine
tasks requiring
a simple and
direct exchange
of information on
familiar topics and
activities.
I can handle very short
social exchanges, even
though I can’t usually
understand enough to
keep the conversation
going myself.
I can deal with most
situations likely to
arise while travelling
in an area where the
language is spoken.
I can enter unprepared
into conversation on
topics that are familiar,
of personal interest or
pertinent to everyday
life (e.g. family,
hobbies, work, travel
and current events).
I can interact with
a degree of uency
and spontaneity
that makes regular
interaction with users
of the target language
quite possible.
I can take an active
part in discussion
in familiar contexts,
accounting for and
sustaining my views.
I can express
myself uently and
spontaneously
without much
obvious searching for
expressions.
I can use language
exibly and eectively
for social and
professional purposes.
I can formulate ideas
and opinions with
precision and relate
my contribution
skilfully to those of
others.
I can take part
eortlessly in any
conversation or
discussion and have a
good familiarity with
idiomatic expressions
and colloquialisms.
I can express myself
uently and convey
ner shades of
meaning precisely. If
I do have a problem
I can backtrack and
restructure around the
diculty so smoothly
that other people are
hardly aware of it.
Written
and online
interaction
I can post short,
simple greetings as
statements about
what I did and how
I liked it, and can
respond to comments
in a very simple way.
I can react simply to
other posts, images
and media.
I can complete a very
simple purchase,
lling in forms with
personal details.
I can engage in basic
social interaction,
expressing how I
feel, what I am doing
or what I need,
and responding
to comments with
thanks, apology or
answers to questions.
I can complete simple
transactions such
as ordering goods,
can follow simple
instructions and can
collaborate in a shared
task with a supportive
interlocutor.
I can interact about
experiences, events,
impressions and
feelings, provided
I can prepare
beforehand.
I can ask for or give
simple clarications
and can respond
to comments and
questions in some
detail.
I can interact with a
group working on
a project, provided
there are visual aids
such as images,
statistics and graphs
to clarify more
complex concepts.
I can interact with
several people, linking
my contributions to
theirs and handling
misunderstandings
or disagreements,
provided the others
avoid complex
language, allow me
time and are generally
co-operative.
I can highlight the
signicance of
facts, events and
experiences, justify
ideas and support
collaboration.
I can understand
the intentions and
implications of other
contributions on
complex, abstract
issues and can express
myself with clarity and
precision, adapting my
language and register
exibly and eectively.
I can deal eectively
with communication
problems and cultural
issues that arise
by clarifying and
exemplifying.
I can express myself
in an appropriate
tone and style in
virtually any type of
interaction.
I can anticipate
and deal eectively
with possible
misunderstandings,
communication
issues and emotional
reactions, adjusting
language and tone
exibly and sensitively
as appropriate.
Page 180 3 CEFR – Companion volume
Mediation A1 A2 B1 B2 C1
C2
Mediating a text
I can convey
simple, predictable
information given
in short, simple
texts like signs and
notices, posters and
programmes.
I can convey the main
point(s) involved in
short, simple texts on
everyday subjects of
immediate interest,
provided these are
expressed clearly in
simple language.
I can convey
information given in
clear, well-structured
informational texts
on subjects that are
familiar or of personal
or current interest.
I can convey detailed
information and
arguments reliably,
e.g. the signicant
point(s) contained
in complex but
well-structured texts
within my elds of
professional, academic
and personal interest.
I can convey clearly
and uently in well-
structured language
the signicant ideas in
long, complex texts,
whether or not they
relate to my own elds
of interest, provided I
can occasionally check
particular technical
concepts.
I can explain in clear,
uent, well-structured
language the way
facts and arguments
are presented,
conveying evaluative
aspects and most
nuances precisely,
and pointing
out sociocultural
implications (e.g.
use of register,
understatement, irony
and sarcasm).
Mediating
concepts
I can invite other
people’s contributions
using short, simple
phrases.
I can use simple
words/signs and
signals to show my
interest in an idea
and to conrm that I
understand.
I can express an idea
very simply and ask
others whether they
understand me and
what they think.
I can collaborate
in simple, practical
tasks, asking what
others think, making
suggestions and
understanding
responses, provided I
can ask for repetition
or reformulation from
time to time.
I can make
suggestions in a
simple way to move
the discussion forward
and can ask what
people think of certain
ideas.
I can help dene a task
in basic terms and ask
others to contribute
their expertise.
I can invite other
people to contribute,
to clarify the reason(s)
for their views or to
elaborate on specic
points they have
made.
I can ask appropriate
questions to check
understanding of
concepts and can
repeat back part of
what someone has
said to conrm mutual
understanding.
I can encourage
participation and pose
questions that invite
reactions from other
group members or
ask people to expand
on their thinking and
clarify their opinions.
I can further develop
other people’s ideas
and link them into
coherent lines of
thinking, considering
dierent sides of an
issue.
I can acknowledge
dierent perspectives
in guiding a group,
asking a series of
open questions that
build on dierent
contributions in order
to stimulate logical
reasoning, reporting
on what others have
said, summarising,
elaborating and
weighing up multiple
points of view, and
tactfully helping steer
discussion towards a
conclusion.
I can guide the
development of
ideas in a discussion
of complex abstract
topics, encouraging
others to elaborate
on their reasoning,
summarising,
evaluating and
linking the various
contributions in order
to create agreement
for a solution or way
forward.
Self-assessment grid (expanded with online interaction and mediation) Page 181
Mediation A1 A2 B1 B2 C1
C2
Mediating
communication
I can facilitate
communication by
showing my welcome
and interest with
simple words/signs
and non-verbal
signals, by inviting
others to contribute
and indicating
whether I understand.
I can communicate
other people’s
personal details
and very simple,
predictable
information, provided
other people help me
with formulation.
I can contribute to
communication by
using simple words/
signs to invite people
to explain things,
indicating when I
understand and/or
agree.
I can communicate the
main point of what
is said in predictable,
everyday situations
about personal wants
and needs.
I can recognise when
people disagree or
when diculties
occur and can use
simple phrases to
seek compromise and
agreement.
I can support a shared
communication
culture by introducing
people, exchanging
information about
priorities, and making
simple requests for
conrmation and/or
clarication.
I can communicate the
main sense of what
is said on subjects
of personal interest,
provided speakers
articulate clearly and I
can pause to plan how
to express things.
I can encourage
a shared
communication
culture by adapting
the way I proceed,
by expressing
appreciation of
dierent ideas,
feelings and
viewpoints, and by
inviting participants to
react to each other’s
ideas.
I can communicate
the signicance of
important statements
and viewpoints on
subjects within my
elds of interest,
provided speakers
give clarications if
needed.
I can mediate a shared
communication
culture by managing
ambiguity,
demonstrating
sensitivity to
dierent viewpoints
and heading o
misunderstandings.
I can communicate
signicant information
clearly, uently and
concisely, and explain
cultural references.
I can use persuasive
language
diplomatically.
I can mediate
eectively and
naturally between
members of my
own and other
communities,
taking account of
sociocultural and
sociolinguistic
dierences and
communicating ner
shades of meaning.
Page 183
Appendix 3
QUALITATIVE FEATURES OF SPOKEN LANGUAGE
EXPANDED WITH PHONOLOGY
Range Accuracy Fluency Interaction Coherence Phonology
C2
Shows great exibility
reformulating ideas in
diering linguistic forms
to convey ner shades
of meaning precisely,
to give emphasis, to
dierentiate and to
eliminate ambiguity.
Also has a good
command of idiomatic
expressions and
colloquialisms.
Maintains consistent
grammatical control
of complex language,
even while attention is
otherwise engaged (e.g.
in forward planning,
in monitoring others’
reactions).
Can express themselves
spontaneously at length
with a natural colloquial
ow, avoiding or
backtracking around any
diculty so smoothly
that the interlocutor is
hardly aware of it.
Can interact with ease
and skill, picking up
and using non-verbal
and intonational cues
apparently eortlessly.
Can interweave their
con tribution into the
joint discourse with
fully natural turntaking,
referencing, allusion
making, etc.
Can create coherent
and cohesive discourse
making full and
appropriate use of a
variety of organisational
patterns and a wide
range of connectors and
other cohesive devices.
Can employ the full
range of phonological
features in the target
language with a
high level of control
– including prosodic
features such as word
and sentence stress,
rhythm and intonation –
so that the ner points of
their message are clear
and precise. Intelligibility
is not aected in any way
by features of accent
that may be retained
from other language(s).
C1
Has a good command
of a broad range of
language allowing them
to select a formulation
to express themselves
clearly in an appropriate
style on a wide range
of general, academic,
professional or leisure
topics without having to
restrict what they want
to say.
Consistently maintains
a high degree of
grammatical accuracy;
errors are rare, dicult
to spot and generally
corrected when they do
occur.
Can express
themselves uently
and spontaneously,
almost eortlessly. Only
a conceptually dicult
subject can hinder a
natural, smooth ow of
language.
Can select a suitable
phrase from a readily
available range of
discourse functions to
preface their remarks in
order to get or to keep
the oor and to relate
their own contributions
skilfully to those of other
speakers.
Can produce clear,
smoothly owing, well-
structured language,
showing controlled
use of organisational
patterns, connectors and
cohesive devices.
Can employ the full
range of phonological
features in the target
language with sucient
control to ensure
intelligibility throughout.
Can articulate virtually
all the sounds of the
target language; some
features of accent
retained from other
language(s) may be
noticeable, but they do
not aect intelligibility
at all.
Page 184 3 CEFR – Companion volume
Range Accuracy Fluency Interaction Coherence Phonology
B2+
B2
Has a sucient range of
language to give clear
descriptions and express
viewpoints on most
general topics, without
much conspicuous
searching for words,
using some complex
sentence forms to do so.
Shows a relatively high
degree of grammatical
control. Does not
make errors that cause
misunderstanding, and
can correct most of their
mistakes.
Can produce stretches
of language with a fairly
even tempo; although
they can be hesitant as
they search for patterns
and expressions, there
are few noticeably long
pauses.
Can initiate discourse,
take their turn when
appropriate and end
conversation when they
need to, though they
may not always do this
elegantly.
Can help the discussion
along on familiar
ground conrming
comprehension, inviting
others in, etc.
Can use a limited
number of cohesive
devices to link their
utterances into clear,
coherent discourse,
though there may be
some “jumpiness” in a
long contribution.
Can generally use
appropriate intonation,
place stress correctly
and articulate individual
sounds clearly; accent
tends to be inuenced
by the other language(s)
they speak, but has
little or no eect on
intelligibility.
B1+
B1
Has enough language
to get by, with sucient
vocabulary to express
themselves with
some hesitation and
circumlocutions on
topics such as family,
hobbies and interests,
work, travel and current
events.
Uses reasonably
accurately a repertoire
of frequently used
“routines” and patterns
associated with more
predictable situations.
Can keep going
comprehensibly, even
though pausing for
grammatical and lexical
planning and repair is
very evident, especially
in longer stretches of
free production.
Can initiate, maintain
and close simple face-
to-face conversation on
topics that are familiar or
of personal interest.
Can repeat part of
what someone has
said to conrm mutual
understanding.
Can link a series of
shorter, discrete
simple elements into
a connected, linear
sequence of points.
Pronunciation is
generally intelligible; can
approximate intonation
and stress at both
utterance and word
levels. However, accent is
usually inuenced by the
other language(s) they
speak.
A2+
Qualitative features of spoken language (expanded with phonology) Page 185
Range Accuracy Fluency Interaction Coherence Phonology
A2
Uses basic sentence
patterns with memorised
phrases, groups of a
few words/signs and
formulae in order to
communicate limited
information in simple
everyday situations.
Uses some simple
structures correctly, but
still systematically makes
basic mistakes.
Can make themselves
under stood in very short
utterances, even though
pauses, false starts and
reformulation are very
evident.
Can ask and answer
questions and respond
to simple statements.
Can indicate when they
are following but is
rarely able to understand
enough to keep
conversation going of
their own accord.
Can link groups of words
with simple connectors
like “and”, “but” and
“because”.
Pronunciation is
generally clear enough
to be understood,
but conversational
partners will need to
ask for repetition from
time to time. A strong
inuence from the
other language(s) they
speak on stress, rhythm
and intonation may
aect intelligibility,
requiring collaboration
from interlocutors.
Nevertheless,
pronunciation of familiar
words is clear.
A1
Has a very basic
repertoire of words/
signs and simple phrases
related to personal
details and particular
concrete situations.
Shows only limited
control of a few simple
grammatical structures
and sentence patterns in
a memorised repertoire.
Can manage very short,
isolated, mainly pre-
packaged utterances,
with much pausing to
search for expressions,
to articulate less familiar
words, and to repair
communication.
Can ask and answer
questions about
personal details.
Can interact in a simple
way but communication
is totally dependent on
repetition, rephrasing
and repair.
Can link words/signs or
groups of words/signs
with very basic linear
connectors like “and” or
“then”.
Pronunciation of a very
limited repertoire of
learnt words and phrases
can be understood
with some eort by
interlocutors used to
dealing with speakers
of the language group
concerned.
Can reproduce correctly
a limited range of
sounds as well as stress
on simple, familiar words
and phrases.
Page 187
Appendix 4
50. This table appears as Table C4 in the manual Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR).
WRITTEN ASSESSMENT GRID
50
Overall Range Coherence Accuracy Description
Argument
C2
Can write clear, highly
accurate and smoothly
owing complex texts
in an appropriate and
eective personal style
conveying ner shades
of meaning.
Can use a logical
structure that helps the
reader to nd signicant
points.
Shows great exibility
in formulating ideas in
diering linguistic forms
to convey ner shades
of meaning precisely,
to give emphasis and
to eliminate ambiguity.
Also has a good
command of idiomatic
expressions and
colloquialisms.
Can create coherent and
cohesive texts making
full and appropriate
use of a variety of
organisational patterns
and a wide range of
connectors and other
cohesive devices.
Maintains consistent
and highly accurate
grammatical control of
even the most complex
language forms. Errors
are rare and concern
rarely used forms.
Can write clear,
smoothly owing and
fully engrossing stories
and descriptions of
experience in a style
appropriate to the genre
adopted.
Can produce clear,
smoothly owing,
complex reports,
articles and essays that
present a case or give
critical appreciation of
proposals or literary
works.
Can provide an
appropriate and
eective logical
structure that helps the
reader to nd signicant
points.
C1
Can write clear, well-
structured and mostly
accurate texts of
complex subjects.
Can emphasise the
relevant salient issues,
expand and support
points of view at some
length with subsidiary
points, reasons and
relevant examples,
and round o with an
appropriate conclusion.
Has a good command
of a broad range of
language allowing them
to select a formulation
to express themselves
clearly in an appropriate
style on a wide range
of general, academic,
professional or leisure
topics without having to
restrict what they want
to say. Flexibility in style
and tone is somewhat
limited.
Can produce clear,
smoothly owing, well-
structured text, showing
controlled use of
organisational patterns,
connectors and cohesive
devices.
Consistently maintains
a high degree of
grammatical accuracy;
occasional errors in
grammar, collocations
and idioms.
Can write clear, detailed,
well-structured and
developed descriptions
and imaginative texts
in a mostly assured,
personal, natural style
appropriate to the
reader in mind.
Can write clear, well-
structured expositions
of complex subjects,
emphasising the
relevant salient issues.
Can expand and support
point of view with
some subsidiary points,
reasons and examples.
Page 188 3 CEFR – Companion volume
Overall Range Coherence Accuracy Description
Argument
B2
Can write clear, detailed
ocial and semi-ocial
texts on a variety of
subjects related to
their eld of interest,
synthesising and
evaluating information
and arguments from a
number of sources.
Can make a distinction
between formal and
informal language
with occasional less
appropriate expressions.
Has a sucient range
of language to give
clear descriptions, and
express viewpoints on
most general topics,
using some complex
sentence forms to do
so. Language lacks,
however, expressiveness
and idiomaticity and use
of more complex forms
is still stereotypical.
Can use a number of
cohesive devices to link
their sentences into
clear, coherent text,
though there may be
some “jumpiness” in a
longer text.
Shows a relatively high
degree of grammatical
control. Does not
make errors that cause
misunderstandings.
Can write clear, detailed
descriptions of real or
imaginary events and
experiences marking the
relationship between
ideas in clear connected
text, and following
established conventions
of the genre concerned.
Can write clear, detailed
descriptions on a variety
of subjects related to
their eld of interest.
Can write a review of a
lm, book or play.
Can write an essay or
report that develops an
argument systematically
with appropriate
highlighting of some
signicant points and
relevant supporting
detail. Can evaluate
dierent ideas or
solutions to a problem.
Can write an essay or
report that develops an
argument, giving some
reasons in support of or
against a particular point
of view and explaining
the advantages and
disadvantages of various
options.
Can synthesise
information and
arguments from a
number of sources.
B1
Can write
straightforward
connected texts on a
range of familiar subjects
within their eld of
interest, by linking a
series of shorter discrete
elements into a linear
sequence. The texts
are understandable
but occasional unclear
expressions and/or
inconsistencies may
cause a break-up in
reading.
Has enough language
to get by, with sucient
vocabulary to express
themselves with some
circumlocutions on
topics such as family,
hobbies and interests,
work, travel and current
events.
Can link a series
of shorter discrete
elements into a
connected, linear text.
Uses reasonably
accurately a repertoire
of frequently used
“routines” and patterns
associated with more
common situations.
Occasionally makes
errors that the reader
usually can interpret
correctly on the basis of
the context.
Can write accounts of
experiences, describing
feelings and reactions in
simple connected text.
Can write a description
of an event or recent trip
– real or imagined.
Can narrate a story.
Can write
straightforward, detailed
descriptions on a range
of familiar subjects
within their eld of
interest.
Can write short, simple
essays on topics of
interest.
Can summarise, report
and give their opinion
on accumulated factual
information on familiar
routine and non-routine
matters within their eld,
with some condence.
Can write very brief
reports in a standard
conventionalised format,
which pass on routine
factual information and
state reasons for actions.
Written assessment grid Page 189
Overall Range Coherence Accuracy Description
Argument
A2
Can write a series of
simple phrases and
sentences linked with
simple connectors
like “and”, “but” and
“because”. Longer texts
may contain expressions
and show coherence
problems that make the
text hard to understand.
Uses basic sentence
patterns with
memorised phrases,
groups of a few words
and formulae in order
to communicate limited
information, mainly in
everyday situations.
Can link groups of words
with simple connectors
like “and”, “but” and
“because”.
Uses simple structures
correctly, but still
systematically makes
basic mistakes. Errors
may sometimes cause
misunderstandings.
Can write very short,
basic descriptions
of events, past
activities and personal
experiences.
Can write short, simple,
imaginary biographies
and simple poems about
people.
A1
Can write simple isolated
phrases and sentences.
Longer texts contain
expressions and show
coherence problems
that make the text very
hard or impossible to
understand.
Has a very basic
repertoire of words and
simple phrases related
to personal details and
particular concrete
situations.
Can link words or groups
of words with very basic
linear connectors like
“and” and “then”.
Shows only limited
control of a few simple
grammatical structures
and sentence patterns in
a memorised repertoire.
Errors may cause
misunderstandings.
Can write simple
phrases and sentences
about themselves and
imaginary people, where
they live and what they
do, etc.
Page 191
Appendix 5
EXAMPLES OF USE IN DIFFERENT DOMAINS FOR DESCRIPTORS
OF ONLINE INTERACTION AND MEDIATION ACTIVITIES
As an extra resource for users of the scales, the Authoring Group produced the following examples elaborating the descriptors for online interaction and mediation activities
for the four domains set out in CEFR 2001 Section 4.1.1. These examples are intended to assist educators in selecting activities appropriate to their learners for each descriptor.
The examples were validated in a series of distance workshops carried out during Phase 3 of the validation, from November to December 2015.
Online interaction
Online conversation and discussion
Situation (and roles)
Personal Public Occupational Educational
C2
Can express themselves with clarity and precision in
real-time online discussion, adjusting language exibly
and sensitively to context, including emotional, allusive
and joking usage.
Can anticipate and deal eectively with possible
misunderstandings (including cultural ones),
communication issues and emotional reactions in an
online discussion.
Can easily and quickly adapt their register and style
to suit dierent online environments, communication
purposes and speech acts.
in an online political
or philosophical
discussion held by
friends/enthusiasts,
such as an online book
club forum
as a moderator or
contributor in an online
public policy forum
as a convenor for a
union online forum
and/or website
as a lead contributor
in an online hang-out
space for co-researchers
at a university
C1
Can engage in real-time online exchanges with several
participants, understanding the communicative
intentions and cultural implications of the various
contributions.
in an online political
or philosophical
discussion held by
friends/enthusiasts,
such as an online book
club forum
participating in a
chat thread held as a
follow-up to a public
presentation
in an interdepartmental
chat in a large
corporation
as a student contributor
to an open online
course or forum
Can participate eectively in live, online professional
or academic discussion, asking for and giving further
clarication of complex, abstract issues as necessary.
in an online meeting
to discuss long-term
company strategy, or in
an online professional
development session
for teachers
as a student contributor
to an open online
course or forum (e.g.
a massive online open
course – MOOC)
Page 192 3 CEFR – Companion volume
Online interaction
Online conversation and discussion
Situation (and roles)
Personal Public Occupational Educational
C1
Can adapt their register according to the context of
online interaction, moving from one register to the
other within the same exchange if necessary.
in a discussion on a
social networking site
as a participant in an
online support group
website for social or
personal issues
during a sta
committee meeting
held online to discuss
working conditions,
or as a participant in
an online focus group
meeting
in an online forum for
students or teachers of
the same discipline
Can evaluate, restate and challenge arguments
in professional or academic live online chat and
discussion.
[not applicable] in a special interest
online forum evaluating
content and issues
as a consultant
participating in an
online business or
project meeting
participating in an
online discussion forum
for a college debating
society
B2+
Can engage in online exchanges, linking their
contributions to previous ones in the thread,
understanding cultural implications and reacting
appropriately.
in a discussion on a
social networking site
as a participant in an
online support group
website for social or
personal issues
in a special interest
online forum evaluating
content and issues
in an interdepartmental
chat in a large
corporation
during a sta
committee meeting
held online to discuss
working conditions,
or as a participant in
an online focus group
meeting
in an online forum for
students or teachers of
the same discipline
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 193
Online interaction
Online conversation and discussion
Situation (and roles)
Personal Public Occupational Educational
B2
Can participate actively in an online discussion, stating
and responding to opinions on topics of interest at
some length, provided contributors avoid unusual or
complex language and allow time for responses.
in a critical discussion
of arts or music with
friends online
in a public online
discussion forum/
comment thread held
by a broadcasting/news
agency
in a sta committee
meeting held online
to discuss working
conditions, or as a
participant in an online
focus group meeting
in a discussion with
students at another
school in an e-twining
project
in a collaborative
meeting with students
from another school in
an e-twinning project
Can engage in online exchanges between several
participants, eectively linking their contributions to
previous ones in the thread, provided a moderator
helps manage the discussion.
making contact online
with remote friends
and/or family to catch
up in detail on personal
news and plans
as a contributor to
a forum about a
commercial software or
gaming website
as a participant in an
online support group
website for social or
personal issues
in a sta committee
meeting held online,
or as a participant in
an online focus group
meeting
Can recognise misunderstandings and disagreements
that arise in an online interaction and deal with them,
provided the interlocutor(s) are willing to co-operate.
in a discussion on a
social networking site
in a special interest
online forum evaluating
content and issues
in an interdepartmental
chat in a large
corporation
B1+
Can engage in real-time online exchanges with more
than one participant, recognising the communicative
intentions of each contributor, but may not understand
details or implications without further explanation.
as a contributor to
a forum about a
commercial software or
gaming website
in a sta committee
meeting held online,
or as a participant in
an online focus group
meeting
Can post online accounts of social events, experiences
and activities referring to embedded links and media
and sharing personal feelings.
making contact online
with remote friends
and/or family to catch
up in detail on personal
news and plans
as a forum contributor
to an events website
connected to a public/
cultural festival
as a contributor to a
departmental online
social events feed in a
corporation
as a contributor to
a university student
union social events feed
B1
Can post a comprehensible contribution in an online
discussion on a familiar topic of interest, provided they
can prepare the text beforehand and use online tools to
ll gaps in language and check accuracy.
as a contributor to the
reviews and issues
area of a commercial
software or gaming
website
as a participant in a
simple online focus
group meeting
in an online forum for
students studying the
same subjects
Can make personal online postings about experiences,
feelings and events and respond individually to
the comments of others in some detail, though
lexical limitations sometimes cause repetition and
inappropriate formulation.
as a forum contributor
to an events website
connected to a public/
cultural festival
as a contributor
to a professional
development forum
Page 194 3 CEFR – Companion volume
Online interaction
Online conversation and discussion
Situation (and roles)
Personal Public Occupational Educational
A2+
Can introduce themselves and manage simple
exchanges online, asking and answering questions
and exchanging ideas on predictable everyday
topics, provided enough time is allowed to formulate
responses, and that they interact with one interlocutor
at a time.
Can make short descriptive online postings about
everyday matters, social activities and feelings, with
simple key details.
Can comment on other people’s online postings,
provided they are written/signed in simple language,
reacting to embedded media by expressing feelings of
surprise, interest and indierence in a simple way.
making contact online
with remote friends
and/or family to catch
up on personal news
and plans
as a contributor to an
online travel advice
service
as a contributor to a
simple departmental
online forum on familiar
topics
in the Q&A section
of a school learning
platform
A2
Can engage in basic social communication online (e.g.
a simple message on a virtual card for special occasions,
sharing news and making/conrming arrangements to
meet).
Can make brief positive or negative comments online
about embedded links and media using a repertoire of
basic language, though they will generally have to refer
to an online translation tool and other resources.
public postings to a
festival/event website
A1
Can formulate very simple messages and personal
online postings as a series of very short sentences
about hobbies, likes/dislikes, etc., relying on the aid of a
translation tool.
making contact online
with remote friends
and/or family – also as
a possible language
classroom simulation
public postings to a
festival/event website
– also as a possible
language classroom
simulation
as a contributor to a
simple departmental
social feed – also as
a possible language
classroom simulation
in the Q&A section
of a school learning
platform – also as a
possible language
classroom simulation
Can use formulaic expressions and combinations of
simple words/signs to post short positive and negative
reactions to simple online postings and their embedded
links and media, and can respond to further comments
with standard expressions of thanks and apology.
making contact online
with remote friends
and/or family – also as
a possible language
classroom simulation
in the Q&A section
of a school learning
platform – also as a
possible language
classroom simulation
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 195
Online interaction
Online conversation and discussion
Situation (and roles)
Personal Public Occupational Educational
Pre-A1
Can post simple online greetings, using basic formulaic
expressions and emoticons.
Can post online short simple statements about
themselves (e.g. relationship status, nationality,
occupation), provided they can select them from a
menu and/or refer to an online translation tool.
on a social network site on a social network site [not applicable] as a language
classroom simulation
Online interaction
Goal-oriented online transactions
and collaboration
Situation (and roles)
Personal Public Occupational Educational
C2
Can resolve misunderstandings and deal eectively
with frictions that arise during the collaborative process.
Can provide guidance and add precision to the work
of a group at the redrafting and editing stages of
collaborative work.
[not applicable] as the convenor for
a social intervention
project organised
online (e.g. by a
non-governmental
organisation)
as the facilitator in an
online collaborative
project
as the lead researcher in
a collaborative research
programme requiring
online qualitative
data collection and
evaluation
C1
Can co-ordinate a group that is working on a project
online, formulating and revising detailed instructions,
evaluating proposals from team members, and
providing clarications in order to accomplish the
shared tasks.
as a project manager using
online tools to co-ordinate
the introduction of new
systems across multiple
remote sites
Can deal with complex online transactions in a service
role (e.g. applications with complicated requirements),
adjusting language exibly to manage discussions and
negotiations.
as voluntary
moderator of an
online citizens’
advice service and/
or Q&A forum
as personal assistant,
travel agent or enrolment
secretary for an
educational institution
[not applicable]
Can participate in complex projects requiring
collaborative writing and redrafting as well as other
forms of online collaboration, following and relaying
instructions with precision in order to reach the goal.
Can deal eectively with communication problems and
cultural issues that arise in an online collaborative or
transactional exchange by reformulating, clarifying and
providing examples through media (visual, audio, graphic).
as the convenor for
a social intervention
project organised
online (e.g. by a
non-governmental
organisation)
as a participant in a
project using online
tools to co-ordinate the
introduction of new
procedures across multiple
locations
as a participant in a
collaborative research
programme requiring
online data collection
and evaluation
Page 196 3 CEFR – Companion volume
Online interaction
Goal-oriented online transactions
and collaboration
Situation (and roles)
Personal Public Occupational Educational
B2+
Can take a lead role in online collaborative work within
their area(s) of expertise, keeping the group on task by
reminding it of roles, responsibilities and deadlines in
order to achieve established goals.
Can engage in online collaborative or transactional
exchanges within their area(s) of expertise that
require negotiation of conditions and explanation of
complicated details and special requirements.
[not applicable] as a team leader in
a social intervention
project organised
online (e.g. by a
non-governmental
organisation)
leading group task(s) in
an online professional
development project,
involving collaborative
work with a clearly dened
goal
in a clearly structured
online collaborative
activity at school/
university
Can deal with misunderstandings and unexpected
problems that arise in online collaborative or
transactional exchanges by responding politely and
appropriately in order to help resolve the issue.
reporting a public
services issue
online to the local
council (e.g. a waste-
collection issue)
in an online sta meeting
on implementing new
procedures
in a straightforward
online collaborative
activity at school/
university
B2
Can collaborate online with a group that is working on
a project, justifying proposals, seeking clarication and
playing a supportive role in order to accomplish shared
tasks.
as a team leader in
a social intervention
project organised
online (e.g. by a
non-governmental
organisation)
leading group task(s) in
an online professional
development project,
involving collaborative
work with a clearly dened
goal
in a clearly structured
online collaborative
activity at school/
university
B1+
Can engage in online transactions that require an
extended exchange of information, provided the
interlocutor(s) avoid complex language and are willing
to repeat and reformulate when necessary.
Can interact online with a group that is working on a
project, following straightforward instructions, seeking
clarication and helping to accomplish the shared tasks.
reporting a public
services issue
online to the local
council (e.g. a waste-
collection issue)
participating in a
well-structured online
seminar introducing
straightforward new
procedures
in a straightforward
online collaborative
activity at school/
university
B1
Can engage in online collaborative or transactional
exchanges that require simple clarication or
explanation of relevant details, such as registering for a
course, tour or event, or applying for membership.
making a tour
booking or enrolling
in an association or
event online
Can interact online with a partner or small group
working on a project, provided there are visual aids
such as images, statistics and graphs to clarify more
complex concepts.
Can respond to instructions and ask questions or
request clarications in order to accomplish a shared
task online.
as a member of
a community
group organising
environmental
improvement
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 197
Online interaction
Goal-oriented online transactions
and collaboration
Situation (and roles)
Personal Public Occupational Educational
B2+
Can take a lead role in online collaborative work within
their area(s) of expertise, keeping the group on task by
reminding it of roles, responsibilities and deadlines in
order to achieve established goals.
Can engage in online collaborative or transactional
exchanges within their area(s) of expertise that
require negotiation of conditions and explanation of
complicated details and special requirements.
[not applicable] as a team leader in
a social intervention
project organised
online (e.g. by a
non-governmental
organisation)
leading group task(s) in
an online professional
development project,
involving collaborative
work with a clearly dened
goal
in a clearly structured
online collaborative
activity at school/
university
Can deal with misunderstandings and unexpected
problems that arise in online collaborative or
transactional exchanges by responding politely and
appropriately in order to help resolve the issue.
reporting a public
services issue
online to the local
council (e.g. a waste-
collection issue)
in an online sta meeting
on implementing new
procedures
in a straightforward
online collaborative
activity at school/
university
B2
Can collaborate online with a group that is working on
a project, justifying proposals, seeking clarication and
playing a supportive role in order to accomplish shared
tasks.
as a team leader in
a social intervention
project organised
online (e.g. by a
non-governmental
organisation)
leading group task(s) in
an online professional
development project,
involving collaborative
work with a clearly dened
goal
in a clearly structured
online collaborative
activity at school/
university
B1+
Can engage in online transactions that require an
extended exchange of information, provided the
interlocutor(s) avoid complex language and are willing
to repeat and reformulate when necessary.
Can interact online with a group that is working on a
project, following straightforward instructions, seeking
clarication and helping to accomplish the shared tasks.
reporting a public
services issue
online to the local
council (e.g. a waste-
collection issue)
participating in a
well-structured online
seminar introducing
straightforward new
procedures
in a straightforward
online collaborative
activity at school/
university
B1
Can engage in online collaborative or transactional
exchanges that require simple clarication or
explanation of relevant details, such as registering for a
course, tour or event, or applying for membership.
making a tour
booking or enrolling
in an association or
event online
Can interact online with a partner or small group
working on a project, provided there are visual aids
such as images, statistics and graphs to clarify more
complex concepts.
Can respond to instructions and ask questions or
request clarications in order to accomplish a shared
task online.
as a member of
a community
group organising
environmental
improvement
Online interaction
Goal-oriented online transactions
and collaboration
Situation (and roles)
Personal Public Occupational Educational
A2+
Can use formulaic language to respond to routine
problems arising in online transactions (e.g. concerning
availability of models and special oers, delivery dates,
addresses).
[not applicable] ordering goods
online with use of a
chat window
completing simple
interdepartmental orders
and requests
enrolling in a course
online
Can interact online with a supportive partner in
a simple collaborative task, responding to basic
instructions and seeking clarication, provided there
are visual aids such as images, statistics or graphs to
clarify the concepts involved.
assisting simple
online planning
and promotion of a
public event such as
a street party
in a teacher-guided
online collaborative
activity at school
A2
Can make simple online transactions (e.g. ordering
goods or enrolling in a course) by lling in an online
form or questionnaire, providing personal details
and conrming acceptance of terms and conditions,
declining extra services, etc.
ordering goods
online
enrolling in a course
online
Can ask basic questions about the availability of a
product or feature.
Can respond to simple instructions and ask simple
questions in order to accomplish a shared task online
with the help of a supportive interlocutor.
[not applicable] in completing a task over
Skype with a colleague
from another country
in a teacher-guided
online collaborative
activity at school
A1
Can complete a very simple online purchase or
application, providing basic personal information (e.g.
name, e-mail or telephone number).
ordering goods by
completing a simple
order form with
familiar words and
illustrations
completing a simple
interdepartmental form
with familiar words and
illustrations
enrolling in a course
online, but likely only as
a language classroom
simulation
Pre-A1
Can make selections (e.g. choosing a product, size,
colour) in a simple online purchase or application form,
provided there is visual support.
ordering goods by
completing a simple
tick-box order form
with familiar words
and illustrations
completing a simple
interdepartmental tick-box
form with familiar words
and illustrations
Page 198 3 CEFR – Companion volume
Mediating a text
Relaying specic information in speech or sign
Text (and discourse environment)
Personal Public Occupational Educational
C2
No descriptors available: see C1
C1
Can explain (in Language B) the relevance of specic
information found in a particular section of a long,
complex text (in Language A).
in an article, website,
book or talk face-
to-face or online
concerning current
aairs or an area of
personal interest or
concern
from presentations at
public meetings, from
public documents
explaining policy
changes, political
speeches
a business report,
article, regulation or
workplace policy
an article, book,
reference book or
lecture/presentation
B2+
Can relay (in Language B) which presentations given (in
Language A) at a conference, or which articles in a book
(in Language A), are particularly relevant for a specic
purpose.
web talk/self-help
group explanations
(e.g. how to repair your
printer); articles related
to a particular theme
or current issue of
interest
presentations at public
meetings, from public
documents explaining
policy changes
a press conference,
on various web talk
sites, in relation to a
particular issue
a trade fair, a
professional
conference, reports
and newspaper
articles in relation to a
particular project
an academic
conference, various
web talk sites, from
academic books and
journals in relation to a
particular project
B2
Can relay (in Language B) the main point(s) contained in
formal correspondence and/or reports (in Language A) on
general subjects and on subjects related to their elds of
interest.
a notice,
announcement, letter
or e-mail outlining
policies, regulations or
procedures (e.g. related
to housing, insurance,
rent/mortgage,
employment or health
care)
a notice or
announcement made
by a public authority
or facility like a library,
swimming pool, etc.
outlining regulations
or procedures
a letter, e-mail or
notice outlining why
a meeting had to be
cancelled, whether
someone is for or
against an idea and
why, workplace
policies or regulations
a letter, e-mail or notice
outlining university
policies, procedures or
regulations
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 199
Mediating a text
Relaying specic information in speech or sign
Text (and discourse environment)
Personal Public Occupational Educational
B1
Can relay (in Language B) the content of public
announcements and messages delivered clearly at normal
speed (in Language A).
on the radio or TV in a station, airport,
sports stadium, at
political rallies/events,
alerts, warnings or
instructions that may
be given at an accident
site or construction
zone
at a trade fair or
conference, at a
factory, warehouse,
renery, on a ship,
during safety drills
during a university
event/lecture, which
may take place in a
large auditorium
Can relay (in Language B) the contents of detailed
instructions or directions, provided these are clearly
articulated (in Language A).
on the radio or TV, from
a passer-by (e.g. travel/
route information),
instructions from a
friend over the phone
on how to get to a
party
instructions at airports,
stations and on planes,
buses and trains, or
on how to use simple
equipment such as a
hotel safe, directions
on how to get from X
to Y, a travel itinerary
instructions given in
a meeting on how
to perform a work
task, or operate
simple equipment;
instructions,
particularly on
safety procedures,
given at a trade fair
or conference, at a
factory, warehouse, on
a ship
academic regulations,
policies/procedures,
course/assignment
requirements given by
a professor/teacher;
instructions on how
to use simple research
tools to complete a
school task or on how
to conduct a simple
experiment
Can relay (in Language B) specic information given in
straightforward informational texts (e.g. leaets, brochure
entries, notices and letters or e-mails) (in Language A).
leaets, brochures,
guidebooks, websites,
details of a housing
agreement
leaets, information
panels in museums
or galleries, notices
identifying immediate
public hazards, club/
association rules, travel
itineraries, times and
locations of club/
association meetings,
information about a
sale or promotion
possible products that
meet a requirement,
the terms of a
commercial oer,
equipment operational
instructions, safety
procedures
school policies
and regulations, a
course outline, steps
involved in completing
an assignment/
school task, a list
of assignments as
well as relevant
criteria, notices, exam
regulations, conditions
for participation in an
exchange programme
Page 200 3 CEFR – Companion volume
Mediating a text
Relaying specic information in speech or sign
Text (and discourse environment)
Personal Public Occupational Educational
A2+
Can relay (in Language B) the point made in a clear
announcement (in Language A) concerning familiar
everyday subjects, though they may have to simplify the
message and search for words/signs.
on the TV or radio,
announcements
about weddings,
births and changes to
circumstances
weather reports, train
platform changes, how
to purchase tickets for
an event
announcements
about changes to
job responsibilities,
information about new
workplace procedures
information about
an upcoming test at
school, such as when
it is and what will be
tested; details about an
upcoming school trip
Can relay (in Language B) specic, relevant information
contained in short, simple texts, labels and notices (in
Language A) on familiar subjects.
news about the family
from a personal letter
or e-mail
leaets, information
panels in museums
or galleries, notices
identifying immediate
public hazards, travel
itineraries, times and
locations of club/
association meetings,
information about a
sale or promotion
possible products that
meet a requirement,
safety procedures,
location, date and time
of a meeting stated in
an e-mail/letter
news about school
activities from a yer or
leaet
A2
Can relay (in Language B) the point made in short, clear,
simple messages, instructions and announcements,
provided these are expressed slowly and clearly in simple
language (in Language A).
announcements of
personal interest
such as weddings or
births, changes to
employment or living
circumstances, simple
messages left for family
or housemates about
meeting times or
requests to complete
tasks such as taking
out the rubbish
at airports, stations and
on planes, trains and
buses about routes,
times of arrival or
departure, changes
in platform or gate,
weather forecasts
simple messages
left by customers or
colleagues for others,
announcements
about changes to job
procedures
information about a
school trip or exchange
programme, messages
about school opening/
closing times in
response to inclement
weather, information
about class tasks or
homework
Can relay (in Language B) in a simple way a series of short,
simple instructions, provided the original speech (in
Language A) is clearly and slowly articulated.
a recipe, how to use
a basic household
appliance, how to
assemble a piece of
furniture
how to get from X to
Y, directions provided
by a trac or parking
ocial
how to operate oce
equipment such as
changing the toner
on a photocopier or
downloading software
instructions
concerning a
homework assignment,
or a simple experiment
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 201
Mediating a text
Relaying specic information in speech or sign
Text (and discourse environment)
Personal Public Occupational Educational
A1
Can relay (in Language B) simple, predictable information
about times and places given in short, simple statements
(delivered in Language A).
TV schedule
announcements
about upcoming
programmes of interest
the location and
starting time of an
event/performance,
travel itineraries
the location and
starting/nishing
time of a meeting;
information about
work hours, breaks, the
location of toilets, drink
machines
the location and time
of a school excursion
or after-school activity,
the location of the
canteen, toilets and
water fountains
Pre-A1
Can relay (in Language B) simple instructions about places
and times (given in Language A), provided these are
repeated very slowly and clearly.
restaurant reservations,
dinner invitations
including date and
time
notices on bulletin
boards/walls about
when a store opens/
closes, location of
toilets
a meeting location and
time from an e-mail
school timetable, the
meeting location for a
school trip
Can relay (in Language B) very basic information (e.g.
numbers and prices) from short, simple, illustrated texts (in
Language A).
the name, address and
phone number of a
restaurant, restaurant
menus including prices
and main ingredients
the name and address
of a shop, the prices
of goods, timetables,
travel itineraries,
performance
information schedule,
seating availability,
price, etc.
[not applicable] the location of a
school, the cost
of a uniform or
school supplies, the
destination and cost
of a school trip, school
timetables
Page 202 3 CEFR – Companion volume
Mediating a text
Relaying specic information in writing
Text (and discourse environment)
Personal Public Occupational Educational
C2
No descriptors available: see B2+
C1
No descriptors available: see B2+
B2+
Can relay in writing (in Language B) which presentations at
a conference (given in Language A) were relevant, pointing
out which would be worth detailed consideration.
[not applicable] from a press
conference, on various
web talk sites, in
relation to a particular
issue
from a trade fair,
a professional
conference, in relation
to a particular project
from an academic
conference, on various
web talk sites, in
relation to a particular
project
Can relay in writing (in Language B) the relevant point(s)
contained in propositionally complex but well-structured
texts (in Language A) within their elds of professional,
academic and personal interest.
public regulations
such as housing or
tax laws, a notice or
announcement made
by a public authority
from a business
report, regulation or
workplace policy
information from an
article, website, notes
taken from a lecture,
or a presentation
delivered by a
university professor
Can relay in writing (in Language B) the relevant point(s)
contained in an article (in Language A) from an academic
or professional journal.
in relation to a
particular issue that
is the subject of a
community meeting
from a report, business
article
information from an
article, book or journal
for a classmate or a
professor
B2
Can relay in a written report (in Language B) relevant
decisions that were taken in a meeting (in Language A).
from a club from a business
meeting
from a meeting
of student
representatives
Can relay in writing (in Language B) the signicant point(s)
contained in formal correspondence (in Language A).
a rental agreement
or insurance policy
for a friend or family
member
terms and conditions
for a trip or service
in a circular sent to
employees, in a letter
from a partner giving
notice or stating
new conditions; in a
complaint
in a circular sent by
a school principal to
parents, in a reply from
an organisation to a
request for information
sent during a project
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 203
Mediating a text
Relaying specic information in writing
Text (and discourse environment)
Personal Public Occupational Educational
B1
Can relay in writing (in Language B) specic information
points contained in texts (delivered in Language A)
on familiar subjects (e.g. calls, announcements and
instructions).
a short message, an
e-mail to a friend
mentioning the reason
they will be late
a notice or
announcement made
by a public authority
customer orders,
queries or complaints,
changes to work
schedule or
procedures, how
to operate oce
equipment
changes to school
opening/closing times
as a result of inclement
weather, changes
to class location or
meeting place for a
class trip
Can relay in writing (in Language B) specic, relevant
information contained in straightforward informational
texts (in Language A) on familiar subjects.
instructions on how
to use household
appliances taken from
a manual, messages for
family or housemates
sent in an e-mail,
information e-mailed
about when and where
to meet a friend/family
member
from e-mails, letters
about events or
schedules
quantities and
delivery times from an
e-mailed order, tasks
and deadlines for the
person concerned
from the minutes to
a meeting, relevant
steps in simple user
instructions for a piece
of equipment
e-mail instructions
about a school trip,
a task assignment
or details of course
requirements taken
from a course syllabus
Can relay in writing (in Language B) specic information
given in a straightforward recorded message (left in
Language A), provided the topics concerned are familiar
and the delivery is slow and clear.
a message about the
time and place of a
meeting, a request to
complete a household
task such as preparing
a meal or taking out
the rubbish
queue at the embassy,
answering machine:
request for call back
from an administration
or public oce, bank
simple customer
orders, queries or
complaints, telephone
message for a
colleague, changes to
work procedures
about school
timetables or schedule
changes
A2+
Can relay in writing (in Language B) specic information
contained in short, simple informational texts (in Language
A), provided the texts concern concrete, familiar subjects
and are composed in simple everyday language.
from newspapers,
instructions on
appliances or medicine
brochures, websites,
adverts, posters,
schedules
about a work task,
instructions on how
to operate simple
equipment, about
safety procedures, job
requirements posted in
an advertisement
about a school task,
test or homework
assignment found
in a course syllabus,
how to do a simple
experiment in a science
class from a handout,
about a museum visit
or other school trip
described in a leaet
Page 204 3 CEFR – Companion volume
Mediating a text
Relaying specic information in writing
Text (and discourse environment)
Personal Public Occupational Educational
A2
Can list (in Language B) the main points of short, clear,
simple messages and announcements (given in Language
A), provided they are clearly and slowly articulated.
simple telephone
messages for family
or housemates,
announcements of
personal interest for
family or friends
directions on how to
get from X to Y, which
train platform or ight
gate and at what time,
about a train or ight
delay
telephone message for
a colleague, changes to
work procedures
school timetables,
schedules or openings/
closings, task roles
as part of a group
assignment, homework
assigned
Can list (in Language B) specic information contained
in simple texts (in Language A) on everyday subjects of
immediate interest or need.
household manuals,
instructions on how to
prepare a meal
advertisements,
prospectuses,
brochures, leaets,
travel itineraries,
timetables, directions
manual instructions on
how to operate simple
equipment, about
safety procedures, job
requirements posted in
an advertisement
textbooks, class
readings, about a
school task, test or
homework assignment,
how to do a simple
experiment in a
science class, about a
museum visit or other
school trip
A1
Can list (in Language B) names, numbers, prices and very
simple information of immediate interest in oral texts (in
Language A), provided the articulation is very slow and
clear, with repetition.
from a TV channel
repeatedly
demonstrating
products
announcements about
when a store opens/
closes
a short, simple
telephone message for
a colleague
a simple, short
telephone message
about a change to a
timetable, schedule or
meeting point
Pre-A1
Can list (in Language B) names, numbers, prices and very
simple information from texts (in Language A) that are
of immediate interest, that are composed in very simple
language and contain illustrations.
the name, address and
phone number of a
restaurant, restaurant
menus including prices
and main ingredients
the name and address
of a shop, the prices
of goods, timetables,
travel itineraries,
performance
information schedule,
seating availability,
price, etc.
[not applicable] the location of a
school, the cost
of a uniform or
school supplies, the
destination and cost
of a school trip, school
timetables
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 205
Mediating a text
Explaining data (in graphs, diagrams,
etc.) in speech or sign
Text (and discourse environment)
Personal Public Occupational Educational
C2
Can interpret and describe clearly and reliably (in
Language B) various forms of empirical data and visually
organised information (with text in Language A) from
conceptually complex research concerning academic or
professional topics.
diagrams/visual data
on topics of personal
interest such as
medical research or
environmental data
for family or friends;
economic data
presented graphically
to accompany a
newspaper article
diagrams/visual data
from corporate or
public sector reports
that are relevant for
a community policy
or planning meeting;
data included in
presentations at public
meetings
detailed analysis of
nancials, a market
survey or government
diagrams/visual data
presented in a meeting
diagrams/visual
data from published
academic research
or collected as part
of a research project
presented in a
lecture or academic
conference/round-
table event
C1
Can interpret and describe clearly and reliably (in
Language B) the salient points and details contained
in complex diagrams and other visually organised
information (with text in Language A) on complex
academic or professional topics.
visual data included in
published academic
research or collected
as part of a research
project presented in a
lecture or academic-
conference/round-
table event
B2
Can interpret and describe reliably (in Language B)
detailed information contained in complex diagrams,
charts and other visually organised information (with text
in Language A) on topics in their elds of interest.
a diagram in an article
of personal interest;
a process diagram for
a household device
or piece of leisure
software, explained
to a friend or family
member
diagrams/visuals
from corporate or
public sector reports
that are relevant for a
community policy or
planning meeting
graphs, charts and
tables referenced in
employee training or
company reports
graphs, bar charts or
diagrams in a formal
class presentation,
at secondary school/
college/university
B1+
Can interpret and describe (in Language B) detailed
information in diagrams in their elds of interest (with
text in Language A), even though lexical gaps may cause
hesitation or imprecise formulation.
B1
Can interpret and describe (in Language B) overall trends
shown in simple diagrams (e.g. graphs, bar charts) (with
text in Language A), even though lexical limitations cause
diculty with formulation at times.
trends represented
in household bills or
personal nances,
explained to a friend or
family member
weather report
(statistics and trends)
when determining
the best dates for a
community event,
basic nancial trends
presented during
a community/club
meeting, diagrammatic
displays in a science
museum
trends represented
in a graph or bar
chart during a
business meeting
or responsibilities
represented in a
company organogram
used for employee
training
general trends found
in graphs, bar charts
or diagrams, used in
pair or group work
at secondary school/
college/university
Page 206 3 CEFR – Companion volume
Mediating a text
Explaining data (in graphs, diagrams,
etc.) in speech or sign
Text (and discourse environment)
Personal Public Occupational Educational
A2+
Can interpret and describe (in Language B) simple visuals
on familiar topics (e.g. a weather map, a basic ow chart)
(with text in Language A), even though pauses, false starts
and reformulation may be very evident.
a weather map
consulted when
planning outdoor
activities, the main
features of a household
device shown in a
diagram, identied
to a friend or family
member
historic weather data
when determining
the best dates for a
community event,
basic nancial trends
presented during
a community/club
meeting, a bus or
metro route map, or a
oor plan of a building
or shopping centre
a ow chart
representing a simple
work process or activity
such as changing the
toner of a photocopier
or basic roles and
responsibilities as
represented in a
company organogram
features of graphs, bar
charts or diagrams
such as population/
weather changes
over time, used in
pair or group work
at secondary school/
college/university
A2
No descriptors available
A1
No descriptors available
Pre-A1
No descriptors available
Mediating a text
Explaining data (in graphs,
diagrams, etc.) in writing
Text (and discourse environment)
Personal Public Occupational Educational
C2
Can interpret and present in writing (in Language B)
various forms of empirical data (with text in Language
A) from conceptually complex research on academic or
professional topics.
[not applicable] [not applicable] data from a company
nancial report, market
research or other
corporate report or
from research and
development activities
for senior management
as part of a PhD thesis
or master’s dissertation
that includes empirical
data
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 207
Mediating a text
Explaining data (in graphs,
diagrams, etc.) in writing
Text (and discourse environment)
Personal Public Occupational Educational
C1
Can interpret and present clearly and reliably in writing
(in Language B) the salient, relevant points contained in
complex diagrams and other visually organised data (with
text in Language A) on complex academic or professional
topics.
diagrams/visual data
on topics of personal
interest such as
medical research or
environmental data
for family or friends;
economic data
presented graphically
to accompany a
newspaper article
diagrams/visuals
from corporate or
public sector reports
that are relevant for
a community policy
or planning meeting;
data included in
presentations at public
meetings
detailed analysis of
nancials, a market
survey or government
diagrams/visual data
presented in a meeting
visual data included in
published academic
research or collected
as part of a research
project presented in a
lecture or academic-
conference/round-
table event
B2
Can interpret and present reliably in writing (in Language
B) detailed information from diagrams and visually
organised data in their elds of interest (with text in
Language A).
instructions and
diagram left for a
house sitter to operate
a complex appliance
health and safety
procedures (e.g. at
a hospital, factory,
library)
an internal (company)
report/memo on the
signicant points
contained in a visual
attachment such as
a graph, bar chart or
numeric table
written assignment
accompanying
technical visual
information provided
for a school/university
project
B1+
Can interpret and present in writing (in Language B) the
overall trends shown in simple diagrams (e.g. graphs, bar
charts) (with text in Language A), explaining the important
points in more detail, given the help of a dictionary or
other reference materials.
trends represented
in household bills or
personal nances, for
family members
simple weather data
or basic nancial data
posted as part of an
online discussion for a
community/club event
an e-mail describing
the main features of a
visual attachment such
as a graph or bar chart
a simple class
assignment
summarising a survey
or demographic data
B1
Can describe in simple sentences (in Language B) the main
facts shown in visuals on familiar topics (e.g. a weather
map, a basic ow chart) (with text in Language A).
an e-mail giving
simple local directions
represented on an
accompanying map
simple demographic
information or trends
posted in an online
community/club
discussion forum
instructions for
a simple oce
procedure represented
in a ow chart
a simple written
narrative
accompanying a
picture or pictures as a
classroom assignment
A2
No descriptors available
A1
No descriptors available
Pre-A1
No descriptors available
Page 208 3 CEFR – Companion volume
Mediating a text
Processing text in speech or sign
Text (and discourse)
Personal Public Occupational Educational
C2
Can explain (in Language B) inferences when links or
implications are not made explicit (in Language A), and
point out the sociocultural implications of the form of
expression (e.g. understatement, irony, sarcasm).
discussions, current
aairs programmes,
books, newspaper
articles, commentaries
and editorials,
specialised articles
or other publications
addressed to a general
educated readership
contributions at a
town hall meeting, a
public debate/lecture,
a forum discussion,
a political meeting, a
political tract, a public
policy document,
a legal opinion, a
political speech
presentation at a
conference, seminar or
meeting, a professional
publication, a
technical report, a
press statement or
conference
a lecture at an
academic conference,
web talks, instructional
material, textbooks,
papers in academic
journals, reference
books
C1
Can summarise (in Language B) long, demanding texts (in
Language A).
current aairs
programmes, articles
in a magazine or
newspaper
a forum discussion
involving several
participants, political
speeches, sermons,
opinions and
documents
a presentation at a
conference, seminar
or meeting, a report,
contract, regulations
a web talk, a lecture
at an academic
conference or seminar,
academic articles and
books
Can summarise (in Language B) discussion (in Language
A) on matters within their academic or professional
competence, elaborating and weighing up dierent points
of view and identifying the most signicant points.
discussions, current
aairs programmes
a forum discussion
involving several
participants
a meeting or seminar a forum discussion,
round table or
colloquium involving
several participants
Can summarise clearly in well-structured language (in
Language B) the main points made in complex texts (in
Language A) in elds of specialisation other than their
own, although they may occasionally check particular
technical concepts.
newspaper editorials
and commentaries,
TV news and current
aairs programmes
laws, public legal
documents,
regulations,
presentations,
speeches, sermons
a technical report
addressed to a
specialised audience,
a business letter,
a contract, a
regulation, conference
presentations
instructional material,
a textbook, a reader,
a dictionary, papers
in academic journals,
lectures, conference
presentations and
discussions, web talks
Can explain (in Language B) subtle distinctions in the
presentation of facts and arguments (in Language A).
discussions, current
aairs programmes,
books, newspaper
articles, commentaries
and editorials,
specialised articles,
or other publications
addressed to a general
educated readership
contributions at a
town hall meeting, a
public debate/lecture,
a forum discussion,
a political meeting, a
political tract, a public
policy document,
a legal opinion, a
political speech
presentation at a
conference, seminar or
meeting, a professional
publication, a
technical report, a
press statement or
conference
a lecture at an
academic conference,
web talks, instructional
material, textbooks,
papers in academic
journals, reference
books
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 209
Mediating a text
Processing text in speech or sign
Text (and discourse)
Personal Public Occupational Educational
C1
Can exploit information and arguments from a complex
text (in Language A) to discuss a topic (in Language B),
glossing with evaluative comments, adding their opinion,
etc.
books, newspaper
articles, commentaries
and editorials,
specialised articles;
TV news and current
aairs programmes,
talk shows
a political tract,
a public policy
document; a
forum discussion,
presentation, a political
speech, sermon
technical reports,
professional articles,
specications,
contracts
instructional
material, a textbook,
a reader, a paper in
an academic journal,
lectures, conference
presentations and
discussions, web talks
Can explain (in Language B) the attitude or opinion
expressed in a source text (in Language A) on a specialised
topic, supporting inferences they make with reference to
specic passages in the original.
books, newspaper
articles, commentaries
and editorials,
specialised articles;
TV news and current
aairs programmes,
talk shows
B2+
Can summarise clearly in well-structured language (in
Language B) the information and arguments contained in
complex texts (in Language A) on a wide range of subjects
related to their elds of interest and specialisation.
Can summarise (in Language B) the main points of
complex discussions (in Language A), weighing up the
dierent points of view presented.
a discussion on family
occasions, TV news
and current aairs
programmes, talk
shows
presentations,
(political) speeches,
sermons
conference
presentations
lectures, conference
presentations and
discussions, web talks
a formal discussion
between several
participants
in meetings, brieng or
orientation sessions
a panel at an academic
conference involving
several speakers
B2
Can synthesise and report (in Language B) information and
arguments from a number of sources (in Language A).
on current aairs: web
talks or interviews,
TV news and analysis,
documentaries, articles
at a town hall or
political meeting: news
items, interviews or
documentaries on the
issue at hand
in a report, at a
meeting: media
coverage of a
company/government
announcement/policy
when undertaking
a project: web talks,
lectures, vox pop
interviews, surveys,
blogs, documentaries
Page 210 3 CEFR – Companion volume
Mediating a text
Processing text in speech or sign
Text (and discourse)
Personal Public Occupational Educational
B2
Can summarise (in Language B) a wide range of factual
and imaginative texts (in Language A), commenting on
and discussing contrasting points of view and the main
themes.
books, newspaper
articles, commentaries
and editorials,
specialised articles,
or other publications
addressed to a general
educated readership
a political tract,
a public policy
document, a novel,
short story
technical reports,
professional articles,
specications,
contracts
papers in academic
journals, reference
books, novels, short
stories
Can summarise (in Language B) the important points made
in longer, complex texts (in Language A) on subjects of
current interest, including their elds of special interest.
a political tract,
a public policy
document
technical reports,
professional articles,
specications,
contracts
papers in academic
journals, reference
books
Can recognise the intended audience of a text (in
Language A) on a topic of interest and explain (in
Language B) the purpose, attitudes and opinion of the
author.
from websites, current
aairs programmes,
documentaries,
newspaper articles and
editorials
in interviews,
announcements, policy
statements
presentations at
conferences, reports,
specialised articles
talks by visiting
speakers, websites
and web talks,
documentaries, articles
Can summarise (in Language B) extracts from news
items, interviews or documentaries containing opinions,
arguments and discussions (in Language A).
in an informal
discussion with friends,
chat on social media
an informal discussion
in a public place (e.g.
airport, restaurant)
in team or strategy
meetings
as part of a group
project
Can summarise (in Language B) the plot and sequence of
events in a lm or play (in Language A).
in an informal
discussion with friends
[not applicable] [not applicable] in a lesson, as part of a
project
B1+
Can summarise (in Language B) the main points made
in long texts (in Language A) on topics in their elds of
interest, provided they can check the meaning of certain
expressions.
long telephone
calls, TV current
aairs programmes,
documentaries, web
talks
speeches, talks at
public meetings
a presentation or
lecture, relevant
documentaries
or current aairs
programmes
university
lectures, relevant
documentaries
or current aairs
programmes, web talks
Can summarise (in Language B) a short narrative or article,
talk, discussion, interview or documentary (in Language A)
and answer further questions about details.
discussions with
friends, documentaries,
short narratives,
articles in newspaper
or magazines
a talk at a public
meeting, an interview,
public notices
presentations
or discussions
at conferences,
seminars or meetings,
newspaper articles
web talks,
documentaries and
articles of academic
relevance, short
narratives
Can collate short pieces of information from several
sources (in Language A) and summarise them (in Language
B) for somebody else.
informal discussions,
prospectuses,
advertisements,
programmes in
theatres, song lyrics
public notices and
announcements,
notes from meetings,
relevant reports in
newspapers and
magazines
reports, meetings,
letters and e-mails,
notes from meetings,
press coverage
web talks, instructions
for carrying out tasks,
articles on related topic
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 211
Mediating a text
Processing text in speech or sign
Text (and discourse)
Personal Public Occupational Educational
B1
Can summarise (in Language B) the main points made in
clear, well-structured texts (in Language A) on subjects
that are familiar or of personal interest, although lexical
limitations cause diculty with formulation at times.
personal letters, short
articles, brochures,
advertisements
short articles, short
ocial letters, public
statements and
notices, regulations,
leaets, event
programmes
presentations and
demonstrations,
reports, business
letters
talks by visiting
speakers, web
talks, descriptions,
narratives, textbook
entries, websites, news
summaries, short
articles
Can summarise simply (in Language B) the main
information content of straightforward texts (in Language
A) on familiar subjects (e.g. a short record of an interview,
magazine article, travel brochure).
a short written
interview or magazine
article, a travel
brochure, letters,
e-mails, newspaper
news summaries
reports, business
letters and e-mails
descriptions,
narratives, textbook
entries, websites, news
summaries, short
articles
Can summarise (in Language B) the main points made
during a conversation (in Language A) on a subject of
personal or current interest, provided people articulated
clearly.
a conversation
exchanging news and
talking about plans,
news exchanged at a
wedding
points made in
informal conversation
with a public ocial
a consultation with an
expert, an auditor, a
consultant
what an authority
consulted said in
relation to a request,
what a person
interviewed for a
project said
Can summarise (in Language B) the main points made in
long texts delivered orally (in Language A) on topics in
their elds of interest, provided they can listen or view
several times.
long telephone
calls, TV current
aairs programmes,
documentaries, web
talks
speeches, talks at
public meetings
a presentation or
lecture, a round-table
discussion, relevant
documentaries
or current aairs
programmes
university
lectures, relevant
documentaries
or current aairs
programmes, web talks
Can summarise (in Language B) the main points or events
in TV programmes and video clips (in Language A),
provided they can view them several times.
a scene in a lm,
novella or sitcom
a current aairs
programme on the
subject of a public
meeting
a news extract,
interview or public
statement relevant to
the institution
a scene in a
documentary, an
interview
A2+
Can report (in Language B) the main points made in simple
TV or radio news items (in Language A) reporting events,
sports, accidents, etc., provided the topics concerned are
familiar and the delivery is slow and clear.
in an informal
discussion with friends,
chat on social media
an informal discussion
in a public place (e.g.
airport, restaurant)
[not applicable] as part of a project
involving collecting
information from
media sources
Page 212 3 CEFR – Companion volume
Mediating a text
Processing text in speech or sign
Text (and discourse)
Personal Public Occupational Educational
A2+
Can report in simple sentences (in Language B) the
information contained in clearly structured, short, simple
texts (in Language A) that have illustrations or tables.
“who, when, where”
information in a news
item
options for a concert
or sport event,
information in
notices and posters,
timetables, grati,
programmes, tickets
the details of a work
schedule
an illustrated story, a
simple informational
text about a country,
with tables of
information
Can summarise (in Language B) the main point(s) in simple,
short informational texts (in Language A) on familiar
topics.
“who, when, where”
information in a
news item, website/
brochures, simple
guide entries
information panels in
museums, institutional
leaets (e.g. hospital,
police)
reports of annual
nancial performance
details of tasks
and assignments,
descriptions of courses
or examinations
A2
Can convey (in Language B) the main point(s) contained
in clearly structured, short, simple texts (in Language
A), supplementing their limited repertoire with other
means (e.g. gestures, drawings, words/signs from other
languages) in order to do so.
weather reports, very
simple assembly
instructions
information about
times and costs of
transport, availability
of services
[not applicable] weather reports, short
illustrated descriptions
of places, very simple
picture stories
A1
Can convey (in Language B) simple, predictable
information given in short, very simple signs and notices,
posters and programmes (in Language A).
notes on teenagers’
doors, information
pinned to the fridge,
e.g. whose turn it is to
cook/clean/wash up
signs and notices
giving directions,
posters and
programmes
announcing and giving
times of events
signs and notices
giving locations and/or
warnings, notices with
schedules
class lists, information
on events in the social
programme
Pre-A1
No descriptors available
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 213
Mediating a text
Processing text in writing
Text (and discourse)
Personal Public Occupational Educational
C2
Can explain in writing (in Language B) the way facts
and arguments are presented in a text (in Language
A), particularly when someone else’s position is being
reported, drawing attention to the use of understatement,
veiled criticism, irony and sarcasm.
Can summarise information from dierent sources,
reconstructing arguments and accounts in a coherent
presentation of the overall result.
discussions, current
aairs programmes,
books, newspaper
articles, commentaries
and editorials,
specialised articles,
or other publications
addressed to a general
educated readership
contributions at a
town hall meeting, a
public debate, a forum
discussion, a political
meeting, a political
tract, a public policy
document, a legal
opinion
a presentation at a
conference, seminar or
meeting, a professional
publication, a technical
report, a conference
a lecture at an
academic conference,
web talks, instructional
material, textbooks,
papers in academic
journals, reference
books
C1
Can summarise in writing (in Language B) long,
complex texts (in Language A), interpreting the content
appropriately, provided they can occasionally check the
precise meaning of unusual, technical terms.
contributions at a
town hall meeting, a
public debate, a forum
discussion, a political
meeting, a political
tract, a public policy
document
a presentation at a
conference, seminar or
meeting, a professional
publication, a technical
report, a conference,
business proposals
a lecture at an
academic conference,
web talks, instructional
material, textbooks,
papers in academic
journals
Can summarise in writing a long and complex text (in
Language A) (e.g. an academic article, article providing
political analysis, novel extract, editorial, literary review,
report or extract from a scientic book) for a specic
audience, respecting the style and register of the original.
contributions at a
town hall meeting, a
public debate, a forum
discussion, a political
meeting, a political
tract, a public policy
document, a legal
opinion
a presentation at a
conference, seminar or
meeting, a professional
publication, a technical
report, a conference
a lecture at an
academic conference,
web talks, instructional
material, textbooks,
papers in academic
journals, reference
books
Page 214 3 CEFR – Companion volume
Mediating a text
Processing text in writing
Text (and discourse)
Personal Public Occupational Educational
B2+
Can summarise in writing (in Language B) the main
content of well-structured but propositionally complex
texts (in Language A) on subjects within their elds of
professional, academic and personal interest.
a discussion on family
occasions, TV news
and current aairs
programmes, talk
shows
presentations,
speeches, sermons
conference
presentations
lectures, conference
presentations and
discussions, web talks
Can compare, contrast and synthesise in writing (in
Language B) the information and viewpoints contained in
academic and professional publications (in Language A) in
their elds of special interest.
[not applicable] public policy
documents
professional journals
and newspapers, policy
documents, technical
reports
academic articles,
reviews, books
Can explain in writing (in Language B) the viewpoint
articulated in a complex text (in Language A), supporting
inferences they make with reference to specic information
in the original.
documentaries, current
aairs programmes,
articles in a magazine
or newspaper, novels,
short stories, plays
a forum discussion
involving several
participants, blogs,
speeches, sermons,
legal pleas, opinions
and documents, policy
documents
a presentation at a
conference, seminar,
meeting, brieng
session or press
conference, a report, a
contract, regulations,
articles
a web talk, a lecture,
an academic seminar,
academic papers and
books, novels, short
stories, plays
B2
Can summarise in writing (in Language B) the main
content of complex texts (in Language A) on subjects
related to their elds of interest and specialisation.
B1+
Can summarise in writing (in Language B) the information
and arguments contained in texts (in Language A) on
subjects of general or personal interest.
documentaries, current
aairs programmes,
articles in a magazine
or newspaper, novels,
short stories, plays
a forum discussion
involving several
participants, blogs,
speeches, sermons,
legal pleas, opinions
and documents, policy
documents
a presentation at a
conference, seminar,
meeting, brieng
session or press
conference, a report, a
contract, regulations,
articles
a web talk, a lecture,
an academic seminar,
academic papers and
books, novels, short
stories, plays
B1
Can summarise in writing (in Language B) the main points
made in straightforward, informational texts (in Language
A) on subjects that are of personal or current interest,
provided oral texts are clearly articulated.
a telephone call, a web
talk, news bulletins,
documentaries,
personal letters,
informational
brochures, short
articles
a presentation at a
public meeting, public
statements or notices
a video-recorded
presentation at a
meeting, a brieng
session for a task,
reports and business
letters
an orientation session,
instructions for an
assignment, a talk
by a visiting speaker,
narratives and short
articles
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 215
Mediating a text
Processing text in writing
Text (and discourse)
Personal Public Occupational Educational
B1
Can paraphrase short passages in a simple fashion, using
the original text wording and ordering.
personal letters, short
articles, brochures,
advertisements,
website texts
short ocial letters,
public statements and
notices, regulations,
leaets providing
information about
changes to services,
event programmes
reports, business
letters
narratives, textbook
entries, websites, news
summaries, short
articles
A2+
Can list as a series of bullet points (in Language B) the
relevant information contained in short simple texts (in
Language A), provided the texts concern concrete, familiar
subjects and contain only simple everyday language.
Can pick out and reproduce key words and phrases or
short sentences from a short text within the learner’s
limited competence and experience.
“who, when, where”
information in a news
item, website/brochure
descriptions, simple
guide entries
information panels in
museums, institutional
leaets (e.g. hospital,
police)
notices, regulations,
instructions for a task
details of tasks
and assignments,
descriptions of courses
or examinations,
textbook extracts
A2
Can use simple language to convey (in Language B) the
main point(s) contained in very short texts (in Language A)
on familiar and everyday themes that contain the highest
frequency vocabulary; despite errors, the text remains
comprehensible.
Can copy out short texts in printed or clearly handwritten
format.
letters with news public notices,
guidebook entries
simple work
instructions such as
how to change the
toner on a printer
simple, short
narratives, general
academic regulations
such as for an exam
A1
Can, with the help of a dictionary, convey (in Language B)
the meaning of simple phrases (in Language A) on familiar
and everyday themes.
Can copy out single words and short texts presented in
standard printed format.
public notices,
transportation
information
simple instructions and
reports on subjects in
their eld
simple narratives,
academic regulations
Pre-A1
No descriptors available
Page 216 3 CEFR – Companion volume
Mediating a text
Translating a written text in speech or sign
Text (and discourse environment)
Personal Public Occupational Educational
C2
Can provide uent oral translation (into Language B) of
abstract texts (written in Language A) on a wide range of
subjects of personal, academic and professional interest,
successfully conveying evaluative aspects and arguments,
including the nuances and implications associated with
them.
specialised magazine
articles and reports on
matters of personal
interest
public policy
document,
declarations, rules or
regulations
professional
publications, technical
reports, contracts,
press releases
academic projects and
related documents
C1
Can provide uent oral translation (into Language B) of
complex written texts (written in Language A) on a wide
range of general and specialised topics, capturing most
nuances.
B2+
Can provide oral translation (into Language B) of complex
texts (written in Language A) containing information and
arguments on subjects within their elds of professional,
academic and personal interest.
newspaper or
magazine articles
on current issues of
personal interest
texts accompanying
artworks at a museum
or exhibition,
municipal regulations
such as recycling,
parking, etc.
technical reports
related to their
profession
academic articles and
reports, regulations
B1+
Can provide oral translation (into Language B) of texts
(written in Language A) containing information and
arguments on subjects within their elds of professional,
academic and personal interest, provided they are written
in uncomplicated, standard language.
B1
Can provide an approximate oral translation (into
Language B) of clear, well-structured informational texts
(written in Language A) on subjects that are familiar or
of personal interest, although lexical limitations cause
diculty with formulation at times.
e-mails or letters with
news from friends/
relatives
simple reports such as
a witness statement to
an accident
a CV and presentation
letter from a job or
internship applicant
brochure(s) describing
extracurricular
activities available,
including conditions
A2+
Can provide an approximate oral translation (into
Language B) of short, simple everyday texts (e.g. brochure
entries, notices, instructions, letters or e-mails) (written in
Language A).
notices about changes
to public services such
as parking regulations
or rubbish collection
an extended CV
and presentation
letter from a job or
internship applicant
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 217
Mediating a text
Translating a written text in speech or sign
Text (and discourse environment)
Personal Public Occupational Educational
A2
Can provide a simple, rough, oral translation (into
Language B) of short, simple texts (e.g. notices on familiar
subjects) (written in Language A), capturing the most
essential point.
labels on food
products or electronic
devices, instructions on
how to use a medicine
instructions on how to
purchase a travel card
basic health and safety
regulations at the
workplace
notices on books or
course/class exchanges
Can provide a simple, rough oral translation (into
Language B) of routine information on familiar everyday
subjects that is written in simple sentences (in Language A)
(e.g. personal news, short narratives, directions, notices or
instructions).
personal news in
e-mails and letters
directions, notices,
information on posters
notices, instructions,
basic health and safety
regulations
exam instructions
A1
Can provide a simple, rough oral translation (into
Language B) of simple everyday words/signs and phrases
(written in Language A) that are encountered on signs and
notices, posters, programmes, leaets, etc.
[not applicable] signs and notices,
posters, programmes,
leaets
signs and notices,
posters, leaets
signs and notices,
posters, timetables
Pre-A1
No descriptors available
Mediating a text
Translating written text in writing
Text (and discourse environment)
Personal Public Occupational Educational
C2
Can translate (into Language B) technical material outside
their eld of specialisation (written in Language A),
provided subject matter accuracy is checked by a specialist
in the eld concerned.
letters, newspaper
articles, commentaries
and editorials,
specialised articles,
or other publications
addressed to a general
educated readership
a political tract,
a public policy
document, a legal
opinion
professional
publications, technical
reports, contracts,
press releases
academic papers
Page 218 3 CEFR – Companion volume
Mediating a text
Translating written text in writing
Text (and discourse environment)
Personal Public Occupational Educational
C1
Can translate (into Language B) abstract texts on social,
academic and professional subjects in their eld (written
in Language A), successfully conveying evaluative aspects
and arguments, including many of the implications
associated with them, though some expression may be
over-inuenced by the original.
letters, articles
in a magazine or
newspaper, short
stories
speeches, sermons,
policy documents
scientic, technical,
nancial or project
reports, regulations,
articles and other
professional
publications
academic papers and
books, literary criticism
B2+
Can produce clearly organised translations (from Language
A into Language B) that reect normal language usage
but may be over-inuenced by the order, paragraphing,
punctuation and particular formulations of the original.
letters, articles
in a magazine or
newspaper, some
colloquial writings
academic papers and
books, novels, short
stories, plays
B2
Can produce translations (into Language B) that closely
follow the sentence and paragraph structure of the original
text (in Language A), conveying the main points of the
source text accurately, though the translation may read
awkwardly.
letters with news,
articles of general
interest
public documents
describing general
regulations, guidebook
entries, statements of
opinion
straightforward letters,
instructions, reports on
subjects in their eld
straightforward
narratives, general
academic regulations
B1+
Can produce approximate translations (from Language
A into Language B) of straightforward, factual texts that
are written in uncomplicated, standard language, closely
following the structure of the original; although linguistic
errors may occur, the translation remains comprehensible.
straightforward letters,
instructions, reports on
subjects in their eld
B1
Can produce approximate translations (from Language A
into Language B) of information contained in short, factual
texts written in uncomplicated, standard language; despite
errors, the translation remains comprehensible.
general academic
regulations
A2
Can use simple language to provide an approximate
translation (from Language A into Language B) of very
short texts on familiar and everyday themes that contain
the highest frequency vocabulary; despite errors, the
translation remains comprehensible.
letters with news public notices,
guidebook entries
simple work
instructions such as
how to change the
toner in a printer
simple, short
narratives, general
academic regulations
such as for an exam
A1
Can, with the help of a dictionary, translate simple words/
signs and phrases (from Language A into Language B), but
may not always select the appropriate meaning.
public notices,
transportation
information
simple instructions and
reports on subjects in
their eld
simple narratives,
academic regulations
Pre-A1
No descriptors available
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 219
Mediating a text
Note-taking (lectures, seminars, meetings, etc.)
Text (and discourse environment)
Personal Public Occupational Educational
C2
Can, while continuing to participate in a meeting or
seminar, create reliable notes (or minutes) for people who
are not present, even when the subject matter is complex
and/or unfamiliar.
[not applicable] at a public meeting,
at a committee/club/
association meeting,
during a seminar on a
topic of interest
at a management
meeting or a training
seminar
in a seminar or
discussion forum
Is aware of the implications and allusions of what is said
and can take notes on them as well as on the actual words
used.
Can take notes selectively, paraphrasing and abbreviating
successfully to capture abstract concepts and relationships
between ideas.
at a management
meeting, professional
conference or training
seminar
in a seminar or
discussion forum, while
attending a lecture
C1
Can take detailed notes during a lecture on topics in their
eld of interest, recording the information so accurately
and so closely to the original that the notes could also be
useful to other people.
during a public lecture
on a topic of interest
at a professional
conference or training
seminar
while attending a
lecture, watching a
web talk
Can make decisions about what to note down and what
to omit as the lecture or seminar proceeds, even on
unfamiliar matters.
at a public meeting,
at a committee/club/
association meeting,
during a seminar or
lecture on a topic of
interest
at a management
meeting, professional
conference or training
seminar
in a seminar or
discussion forum, while
attending a lecture
Can select relevant, detailed information and arguments
on complex, abstract topics from multiple oral sources
(e.g. lectures, podcasts, formal discussions and debates,
interviews), provided the delivery is at normal speed.
in researching a topic
of personal interest
in researching an area
for an association,
pressure group,
political party, etc.
in researching an
area for a report or
presentation
in researching an area
for a paper or seminar
presentation
Page 220 3 CEFR – Companion volume
Mediating a text
Note-taking (lectures, seminars, meetings, etc.)
Text (and discourse environment)
Personal Public Occupational Educational
B2
Can understand a clearly structured lecture on a familiar
subject, and can take notes on points which strike them as
important, even though they tend to concentrate on the
actual formulation and therefore to miss some information.
[not applicable] during a public lecture
on a topic of interest
at a professional
conference or training
seminar
while attending a
lecture, watching a
web talk
Can take accurate notes in meetings and seminars on most
matters likely to arise within their eld of interest.
at a public meeting,
at a committee/club/
association meeting,
during a seminar on a
topic of interest
at a management
meeting, a training
seminar
in a seminar or
discussion forum
B1+
Can take notes during a lecture which are precise enough
for their own use at a later date, provided the topic is
within their eld of interest and the lecture is clear and well
structured.
during a public lecture
on a topic of interest
at a professional
conference or training
seminar
while attending a
lecture or watching a
web talk
B1
Can take notes as a list of key points during a
straightforward lecture, provided the topic is familiar, and
the lecture is both formulated in simple language and
articulated clearly.
during a public lecture
on a topic of interest
at a professional
conference or training
seminar
while attending a
lecture or watching a
web talk
Can note down routine instructions in a meeting on a
familiar subject, provided these are formulated in simple
language and they are given sucient time to do so.
at a public meeting,
at a committee/club/
association meeting,
during a seminar on a
topic of interest
at an internal meeting
or a training seminar
in a seminar or
discussion forum
A2
Can take simple notes at a presentation/demonstration
where the subject matter is familiar and predictable and
the presenter allows for clarication and note-taking.
at a fair/shopping
centre demonstration
of a new product of
interest
at a professional
conference, fair or
training seminar
[not applicable]
A1
No descriptors available
Pre-A1
No descriptors available
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 221
Mediating a text
Expressing a personal response to
creative texts (including literature)
Text (and discourse environment)
Personal Public Occupational Educational
C2
No descriptors available: see C1
C1
Can describe in detail a personal interpretation of a work,
outlining their reactions to certain features and explaining
their signicance.
a novel or short story
just read, a play, lm,
musical or other show
just seen, paintings or
sculptures in a gallery,
cultural artefacts
in a museum – in
discussion with friends
a novel, short story,
play, poem, read or
studied as a member
of a cultural circle
organised by a cultural
institute or club
a lm or other cultural/
artistic artefact at a
screening or exhibition
organised by a cultural
institute or club
in socialising with
foreign partners
or clients: casual
discussion of the
literature, lm industry
or major cultural
artefacts of the other
person’s country
a novel, poem,
play, short story or
other classical or
contemporary work
studied in a literature
course
Can outline a personal interpretation of a character in a
work: their psychological/emotional state, the motives for
their actions and the consequences of these actions.
a novel or short story
just read, a play, lm or
musical just seen – in
discussion with friends
[not applicable]
B2
Can give a clear presentation of their reactions to a
work, developing their ideas and supporting them with
examples and arguments.
Can give a personal interpretation of the development of
a plot, the characters and themes in a story, novel, lm or
play.
Can describe their emotional response to a work and
elaborate on the way in which it has evoked this response.
a novel or short story
just read, a play, lm,
musical or other show
just seen, paintings or
sculptures in a gallery,
cultural artefacts
in a museum – in
discussion with friends
a more straightforward
novel or short story
read as a member of
a foreign language
reading circle
organised by a teacher
or cultural institute
in socialising with
foreign partners
or clients: casual
discussion of the
literature, lm industry
or major cultural
artefacts of the other
person’s country
a novel, poem, play,
short story or other
literary work studied
in class
Can express in some detail their reactions to the form of
expression, style and content of a work, explaining what
they appreciated and why.
[not applicable]
Page 222 3 CEFR – Companion volume
Mediating a text
Expressing a personal response to
creative texts (including literature)
Text (and discourse environment)
Personal Public Occupational Educational
B1
Can explain why certain parts or aspects of a work
especially interested them.
Can explain in some detail which character they most
identied with and why.
Can relate events in a story, lm or play to similar events
they have experienced or heard about.
Can relate the emotions experienced by a character to
emotions they have experienced.
Can describe the emotions they experienced at a certain
point in a story, e.g. the point(s) in a story when they
became anxious for a character, and explain why.
Can explain briey the feelings and opinions that a work
provoked in them.
Can describe the personality of a character.
Can describe a character’s feelings and explain the reasons
for them.
a simpler short story or
novel just read, a lm,
musical or other show
just seen – with friends
a more straightforward
novel or short story
read as a member of
a foreign language
reading circle
organised by a teacher
or cultural institute
in socialising with
foreign partners
or clients: casual
discussion of/
references to
heritage literature
(e.g. Cervantes,
Shakespeare) studied
at school or works of
well-known lm stars
a simpler short story,
fairy/folk tale or extract
from a novel read in
class or for homework,
a video story watched
in class
A2
Can express their reactions to a work, reporting their
feelings and ideas in simple language.
Can state in simple language which aspects of a work
especially interested them.
Can state whether they liked a work or not and explain
why in simple language.
[not applicable] [not applicable] [not applicable] a simple story, fairy/
folk tale or poem read
in class
A1
Can use simple words/signs to state how a work made
them feel.
Pre-A1
No descriptors available
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 223
Mediating a text
Analysis and criticism of creative
texts (including literature)
Text (and discourse environment)
Personal Public Occupational Educational
C2
Can give a critical appraisal of work of dierent periods
and genres (e.g. novels, poems and plays), appreciating
subtle distinctions of style and implicit as well as explicit
meaning.
Can recognise the ner subtleties of nuanced language,
rhetorical eect and stylistic language use (e.g. metaphors,
abnormal syntax, ambiguity), interpreting and “unpacking”
meanings and connotations.
Can critically evaluate the way in which structure,
language and rhetorical devices are exploited in a work
for a particular purpose and give a reasoned argument
concerning their appropriateness and eectiveness.
Can give a critical appreciation of deliberate breaches of
linguistic conventions in a piece of writing.
[not applicable] in writing a review of
a novel, lm, writer’s
or artist’s life work for
the journal or blog
of a cultural circle
organised by a cultural
institute or club
[not applicable] a novel, poem,
play, short story or
other classical or
contemporary work
studied in a literature
course
C1
Can critically appraise a wide variety of texts including
literary works of dierent periods and genres.
Can evaluate the extent to which a work follows the
conventions of its genre.
Can describe and comment on ways in which the work
engages the audience (e.g. by building up and subverting
expectations).
B2
Can compare two works, considering themes, characters
and scenes, exploring similarities and contrasts and
explaining the relevance of the connections between
them.
Can give a reasoned opinion of a work, showing awareness
of the thematic, structural and formal features and
referring to the opinions and arguments of others.
Can evaluate the way the work encourages identication
with characters, giving examples.
Can describe the way in which dierent works dier in
their treatment of the same theme.
a novel or short story
just read, a play, lm,
musical or other show
just seen, paintings or
sculptures in a gallery,
cultural artefacts
in a museum – in
discussion with friends
a more straightforward
novel or short story
read as a member of
a foreign language
reading circle
organised by a teacher
or cultural institute
a novel, poem, play,
short story or other
literary work studied
in class
Page 224 3 CEFR – Companion volume
Mediating a text
Analysis and criticism of creative
texts (including literature)
Text (and discourse environment)
Personal Public Occupational Educational
B1
Can point out the most important episodes and events in
a clearly structured narrative in everyday language and
explain the signicance of events and the connections
between them.
a novel or short story
just read, a play, lm,
musical or other show
just seen, paintings or
sculptures in a gallery,
cultural artefacts
in a museum – in
discussion with friends
a more straightforward
novel or short story
read as a member of
a foreign language
reading circle
organised by a teacher
or cultural institute
[not applicable] a simpler short story,
fairy/folk tale or extract
from a novel read in
class or for homework
Can describe the key themes and characters in short
narratives involving familiar situations that contain only
high frequency everyday language.
[not applicable] [not applicable]
A2
Can identify and briey describe, in basic formulaic
language, the key themes and characters in short, simple
narratives involving familiar situations that contain only
high frequency everyday language.
a simple story, fairy/
folk tale or poem read
in class
A1
No descriptors available
Pre-A1
No descriptors available
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 225
Mediating concepts
Facilitating collaborative interaction with peers
Situation (and roles)
Personal Public Occupational Educational
C2
No descriptors available: see C1
C1
Can show sensitivity to dierent perspectives within a
group, acknowledging contributions and formulating any
reservations, disagreements or criticisms in such a way as
to avoid or minimise any oence.
Can develop the interaction and tactfully help steer it
towards a conclusion.
during an exchange
with friends, family
members, colleagues
met in informal
circumstances to
discuss an issue they
are aware of
as a member/chair/
moderator at a
community/association
meeting; a fundraising
event; a Q&A session in
a public presentation
of a project (e.g. for a
new building/facility)
as a chair/member
of a group during
focus group meetings;
during a relatively
straightforward
business transaction;
during programme
meetings; during
committee meetings
as a lecturer/instructor
at a conference during
Q&A time; during a
previously organised
debate in a class at
school/university; in
community-of-practice
work for teacher
development
B2+
Can, based on people’s reactions, adjust the way they
formulate questions and/or intervene in a group
interaction.
Can act as rapporteur in a group discussion, noting ideas
and decisions, discussing these with the group and later
giving a summary of the group’s view(s) in a plenary.
at community
meetings dealing with
a specic issue, with
visual support
during a collaborative
task in a class at
school/university; in
community-of-practice
work for teacher
development
B2
Can ask questions to stimulate discussion on how to
organise collaborative work.
Can help dene goals for teamwork and compare options
for how to achieve them.
Can refocus a discussion by suggesting what to consider
next, and how to proceed.
during an exchange
with friends, family
members, colleagues
met in informal
circumstances to
choose between
possible solutions to a
problem
at a community
meeting dealing with a
straightforward issue,
with visual support
during a simple
collaborative task
in a class at school/
university; in
community-of-practice
work with the support
of other teachers
B1+
Can collaborate on a shared task, e.g. formulating and
responding to suggestions, asking whether people agree,
and proposing alternative approaches.
Can collaborate in simple, shared tasks and work towards
a common goal in a group by asking and answering
straightforward questions.
Can dene the task in basic terms in a discussion and ask
others to contribute their expertise and experience.
during a relatively
straightforward
business transaction;
during committee
meetings between
colleagues
Page 226 3 CEFR – Companion volume
Mediating concepts
Facilitating collaborative interaction with peers
Situation (and roles)
Personal Public Occupational Educational
B1
Can invite other people in a group to contribute their
views.
during a short
exchange with
friends, family
members, colleagues
met in informal
circumstances, for
instance to ask for
advice before choosing
among possible
solutions to a problem
at a community
meeting dealing with a
straightforward issue,
with visual support
as a chair/member
of a group during
focus group meetings;
during a relatively
straightforward
business transaction;
during committee
meetings
during a simple
collaborative task
in a class at school/
university; in
community-of-practice
work with the support
of other teachers
A2+
Can collaborate in simple, shared tasks, provided other
participants articulate slowly and one or more people help
them to contribute and to express their suggestions.
during a short
exchange with friends,
family members
[not applicable] during a
straightforward
business transaction
during a simple
collaborative task
in a class at school/
university
A2
Can collaborate in simple, practical tasks, asking what
others think, making suggestions and understanding
responses, provided they can ask for repetition or
reformulation from time to time.
A1
Can invite others’ contributions to very simple tasks using
short, simple phrases prepared in advance. Can indicate
that they understand and ask whether others understand.
Pre-A1
No descriptors available
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 227
Mediating concepts
Collaborating to construct meaning
Situation (and roles)
Personal Public Occupational Educational
C2
Can summarise, evaluate and link the various contributions
in order to facilitate agreement on a solution or a way
forward.
during an exchange
with friends, family
members, colleagues
met in informal
circumstances to
discuss an issue they
are aware of
as a chair/moderator
at a community/
association meeting;
a fundraising event;
a Q&A session in a
public presentation of
a project (e.g. for a new
building/facility)
as a chair/moderator
of a group during
focus group meetings;
during a business
transaction; during
programme meetings;
during committee
meetings
as a lecturer/instructor
at a conference during
Q&A time; during a
previously organised
debate in a class at
school/university; in
community-of-practice
work for teacher
development
C1
Can frame a discussion to decide on a course of action with
a partner or group, reporting on what others have said,
summarising, elaborating and weighing up multiple points
of view.
Can evaluate problems, challenges and proposals in a
collaborative discussion in order to decide on the way
forward.
at community
meetings dealing with
a specic issue, with
visual support
Can highlight inconsistencies in thinking, and challenge
others’ ideas in the process of trying to reach a consensus.
in completing a group
problem-solving task
or project or in a class
debate
Page 228 3 CEFR – Companion volume
Mediating concepts
Collaborating to construct meaning
Situation (and roles)
Personal Public Occupational Educational
B2+
Can highlight the main issue that needs to be resolved in
a complex task and the important aspects that need to be
taken into account.
in helping a friend
plan how to resolve
a nancial or family
problem, when
planning a family
event, e.g. a wedding
or anniversary party
as a member/chair/
moderator of a
planning meeting for
a (political) campaign
or project and/or an
event set up by a club
as a chair/member of
a strategy meeting
or project-planning
meeting
when organising a
group assignment such
as writing a collective
review or designing
a research project, in
planning an exchange
visit or project
Can contribute to collaborative decision making and
problem solving, expressing and co-developing ideas,
explaining details and making suggestions for future
action.
when planning a
complicated outing,
holiday or project with
family and friends
as a member of a
strategy meeting
or project-planning
meeting; during
collaborative work on a
project
when planning, with
classmates/colleagues,
a group assignment or
project, an educational
outing or exchange
visit
Can help organise the discussion in a group by reporting
what others have said, summarising, elaborating and
weighing up dierent points of view.
B2
Can further develop other people’s ideas and opinions. a conversation with
family or friends to
plan a themed or
staged social event
such as a (surprise)
party
as a member of a
club in a community
meeting to organise a
public event
in completing a group
problem-solving task
or project, or in a class
debate; in community-
of-practice work for
teacher development
Can present their ideas in a group and pose questions that
invite reactions from other group members’ perspectives.
in a discussion with
family or friends with
strongly diering ideas
about what to do
on holiday, during a
family reunion, a house
renovation
at a community
meeting seeking a
solution to a local
social problem (e.g.
security, vandalism,
trac conditions, lack
of green areas and/or
of amenities/services)
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 229
Mediating concepts
Collaborating to construct meaning
Situation (and roles)
Personal Public Occupational Educational
B2
Can consider two dierent sides of an issue, giving
arguments for and against, and propose a solution or
compromise.
in a discussion with
family or friends with
strongly diering ideas
about what to do
on holiday, during a
family reunion, during
a house renovation,
or during a domestic
dispute between
housemates
at a community
meeting seeking a
solution to a local
social problem (e.g.
security, vandalism,
trac conditions, lack
of green areas and/or
of amenities/services)
as a member of a
strategy meeting
or project-planning
meeting; during
collaborative work on a
project
in completing a group
problem-solving task
or project or in a class
debate; in community-
of-practice work for
teacher development
B1+
Can organise the work in a straightforward collaborative
task by stating the aim and explaining in a simple manner
the main issue that needs to be resolved.
Can use questions, comments and simple reformulations
to maintain the focus of a discussion.
in a discussion
with atmates
or friends about
how to reorganise
arrangements in an
apartment, how to
repair something, how
to organise an event
in attending a public
consultation meeting
about local issues
such as transport,
planning applications
or community policy/
events
at a project-planning
meeting; during
collaborative work on a
project
in completing a group
problem-solving task
or project, or in a class
debate
B1
Can ask a group member to give the reason(s) for their
views.
Can repeat part of what someone has said to conrm
mutual understanding and help keep the development of
ideas on course.
A2+
Can ensure that the person they are addressing
understands what they mean by asking appropriate
questions.
in a discussion of
options for an evening
out, when organising a
party or when deciding
on house rules
[not applicable] during collaborative
work on a project
in completing a group
problem-solving task
or project
A2
Can make simple remarks and pose occasional questions
to indicate that they are following.
Can make suggestions in a simple way.
A1
Can express an idea and ask what others think, using
very simple words/signs and phrases, provided they can
prepare in advance.
Pre-A1
No descriptors available
Page 230 3 CEFR – Companion volume
Mediating concepts
Managing interaction
Situation (and roles)
Personal Public Occupational Educational
C2
Can take on dierent roles according to the needs of the
participants and requirements of the activity (resource
person, mediator, supervisor, etc.) and provide appropriate
individualised support.
[not applicable] as a member/chair/
moderator at a
community meeting;
at a political/volunteer/
charity/association
meeting or sports
event, at a local,
regional, national,
international level
at consultation
meetings/
sessions on policy/
structure change
in an organisation;
at professional
development sessions;
during work on
complex collaborative
projects within another
business, at partnering
institutions
during activities
implying group/pair
work, collaborative
tasks, think/pair/share,
project work at school/
university or in teacher
education; parent/
student assembly,
organising for instance
a protest/opposition,
a school trip; at a PhD
workshop
Can recognise undercurrents in interaction and take
appropriate steps to guide the direction of discussion.
during a short
exchange with friends,
family members met in
informal circumstances
C1
Can organise a varied and balanced sequence of plenary,
group and individual work, ensuring smooth transitions
between the phases.
[not applicable]
Can intervene diplomatically in order to redirect
discussion, prevent one person dominating or confront
disruptive behaviour.
at a meeting on
procedures, during
collaborative work on a
project
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 231
Mediating concepts
Managing interaction
Situation (and roles)
Personal Public Occupational Educational
C2
Can take on dierent roles according to the needs of the
participants and requirements of the activity (resource
person, mediator, supervisor, etc.) and provide appropriate
individualised support.
[not applicable] as a member/chair/
moderator at a
community meeting;
at a political/volunteer/
charity/association
meeting or sports
event, at a local,
regional, national,
international level
at consultation
meetings/
sessions on policy/
structure change
in an organisation;
at professional
development sessions;
during work on
complex collaborative
projects within another
business, at partnering
institutions
during activities
implying group/pair
work, collaborative
tasks, think/pair/share,
project work at school/
university or in teacher
education; parent/
student assembly,
organising for instance
a protest/opposition,
a school trip; at a PhD
workshop
Can recognise undercurrents in interaction and take
appropriate steps to guide the direction of discussion.
during a short
exchange with friends,
family members met in
informal circumstances
C1
Can organise a varied and balanced sequence of plenary,
group and individual work, ensuring smooth transitions
between the phases.
[not applicable]
Can intervene diplomatically in order to redirect
discussion, prevent one person dominating or confront
disruptive behaviour.
at a meeting on
procedures, during
collaborative work on a
project
Mediating concepts
Managing interaction
Situation (and roles)
Personal Public Occupational Educational
B2+
Can organise and manage collaborative group work
eciently.
[not applicable] as a member/chair/
moderator at a
community meeting;
at a political/volunteer/
charity/association
meeting or sports
event, at a local,
regional, national,
international level
at consultation
sessions on policy/
structure change
in an organisation;
at professional
development sessions;
during work on
complex collaborative
projects, at partnering
institutions
during activities
implying group/pair
work, collaborative
tasks, think/pair/share,
project work at school/
university or in teacher
education; parent/
student assembly,
organising for instance
a protest/opposition,
a school trip; at a PhD
workshop
Can monitor individual and group work non-intrusively,
intervening to set a group back on task or to ensure even
participation.
at a meeting on
procedures, during
collaborative work on a
project
Can intervene supportively in order to focus people’s
attention on aspects of the task by asking targeted
questions and inviting suggestions.
at consultation
sessions on policy/
structure change
in an organisation;
at professional
development sessions;
during work on
complex collaborative
projects within another
business, at partnering
institutions
Page 232 3 CEFR – Companion volume
Mediating concepts
Managing interaction
Situation (and roles)
Personal Public Occupational Educational
B2
Can explain the dierent roles of participants in the
collaborative process, giving clear instructions for group
work.
Can explain ground rules of collaborative discussion
in small groups that involves problem solving or the
evaluation of alternative proposals.
[not applicable] as a member/chair/
moderator at a
community meeting;
at a political/volunteer/
charity/association
meeting or sports
event, at a local,
regional, national,
international level
as a chair/member
of a group during
focus group meetings;
during committee
meetings
during activities
implying group/pair
work, collaborative
tasks, think/pair/share,
project work at school/
university or in teacher
education; parent/
student assembly,
organising for instance
a protest/opposition,
a school trip; at a PhD
workshop
Can intervene when necessary to set a group back on
task with new instructions or to encourage more even
participation.
as a member/chair/
moderator at a
community meeting
with a specic, clearly
dened goal; at a
festival working with a
group, with a specic
goal
at a meeting on
procedures, during
collaborative work on a
project
during a clearly
structured
collaborative activity at
school/university
B1+
Can allocate turns in a discussion, inviting a participant to
express their views.
residents meeting to
agree routine terms of
upkeep, etc.
as a team member at a
meeting of a small task
force
B1
Can give simple, clear instructions to organise an activity. as a member/chair/
moderator at a
community meeting
with a specic, clearly
dened goal; at a
festival working with a
group, with a specic
goal
at a meeting on
procedures, during
collaborative work
on a project, at a
sta meeting on
introducing new
procedures/equipment
A2
Can give very simple instructions to a co-operative group,
given some help with formulation when necessary.
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 233
Mediating concepts
Managing interaction
Situation (and roles)
Personal Public Occupational Educational
A1
No descriptors available
Pre-A1
No descriptors available
Mediating concepts
Encouraging conceptual talk
Situation (and roles)
Personal Public Occupational Educational
C2
Can eectively lead the development of ideas in a
discussion of complex abstract topics, giving direction by
targeting questions and encouraging others to elaborate
on their reasoning.
when discussing
social and political
issues with friends and
relatives
at a community
meeting discussing
details of an action
plan
when taking the
lead during project
team meetings and
brainstorming sessions
when leading a
seminar, giving a
lesson, engaging
in class debates or
discussions
C1
Can ask a series of open questions that build on dierent
contributions in order to stimulate logical reasoning
(e.g. hypothesising, inferring, analysing, justifying and
predicting).
B2+
Can encourage members of a group to describe and
elaborate on their thinking.
Can encourage members of a group to build on one
another’s information and ideas to come up with a concept
or solution.
when leading a
seminar, giving a
lesson, engaging
in class debates or
discussions; as a
lecturer/instructor at a
conference during Q&A
time
Page 234 3 CEFR – Companion volume
Mediating concepts
Encouraging conceptual talk
Situation (and roles)
Personal Public Occupational Educational
B2
Can formulate questions and feedback to encourage
people to expand on their thinking and justify or clarify
their opinions.
Can build on people’s ideas and link them into coherent
lines of thinking.
Can ask people to explain how an idea ts with the main
topic under discussion.
when discussing
social and political
issues with friends and
relatives
at a community
meeting discussing
details of an action
plan
when taking the
lead during project
team meetings and
brainstorming sessions
when leading a
seminar, giving a
lesson, engaging
in class debates or
discussions; as a
lecturer/instructor at a
conference during Q&A
time
B1+
Can ask people to elaborate on specic points they made
in their initial explanation.
when discussing lms,
plays and other forms
of entertainment with
friends/relatives
in attending a public
consultation meeting
about local issues
such as transport,
planning applications
or community policy/
events
during project
team meetings and
brainstorming sessions;
during collaborative
work on a project
when engaging in class
debates or discussion
Can ask appropriate questions to check understanding of
concepts that have been explained.
[not applicable] [not applicable]
Can ask questions to invite people to clarify their
reasoning.
when discussing
social and personal
issues with friends and
relatives
in attending a public
consultation meeting
about local issues
such as transport,
planning applications
or community policy/
events
in simple class debates
or discussions with
(fellow) students
B1
Can ask why someone thinks something, or how they think
something would work.
A2
Can ask what somebody thinks of a certain idea. when discussing
options with family,
friends or housemates
for an evening out,
when organising a
party
at a community
meeting
during team meetings;
during collaborative
work on a project
when engaging
in simple class
discussions
A1
Can use simple isolated words/signs and non-verbal
signals to show interest in an idea.
in a discussion of
options for an evening
out
[not applicable] [not applicable] in a simple group
activity
Pre-A1
No descriptors available
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 235
Mediating communication
Facilitating pluricultural space
Situation (and roles)
Personal Public Occupational Educational
C2
Can mediate eectively and naturally between members
of their own and other communities, taking account of
sociocultural and sociolinguistic dierences.
Can guide a sensitive discussion eectively, identifying
nuances and undercurrents.
in multicultural
gatherings or
celebrations of
personal relevance
with friends and/or
family
during a multicultural
community meeting,
when shopping,
travelling or dealing
with public aairs
in a multicultural
environment
during a meeting at
senior management
level in a multinational
setting
at a seminar in
a multicultural
educational setting
C1
Can act as a mediator in intercultural encounters,
contributing to a shared communication culture by
managing ambiguity, oering advice and support, and
heading o misunderstandings.
Can anticipate how people might misunderstand what
has been said or written and can help maintain positive
interaction by commenting on and interpreting dierent
cultural perspectives on the issue concerned.
when breaking/
delivering news on
delicate issues from
third parties
at a multicultural
guidance and
counselling session
concerning for instance
marriage, divorce, child
custody
when discussing the
terms of a multilateral
contract, when
explaining the laws or
regulations in another
country
when teaching a
university course to a
multicultural class
Page 236 3 CEFR – Companion volume
Mediating communication
Facilitating pluricultural space
Situation (and roles)
Personal Public Occupational Educational
B2+
Can exploit knowledge of sociocultural conventions in
order to establish a consensus on how to proceed in a
particular situation that is unfamiliar to everyone involved.
in multicultural
gatherings or
celebrations of
personal relevance
with friends and/or
family
during a multicultural
community meeting,
when shopping,
travelling or dealing
with public aairs
in a multicultural
environment
during a meeting at
senior management
level in a multinational
setting
at a seminar in
a multicultural
educational setting
Can, in intercultural encounters, demonstrate appreciation
of perspectives other than that of their own worldview,
and express themselves in a way appropriate to the
context.
when discussing
with friends and/
or relatives social or
personal issues or ways
to act in an informal
multicultural setting
when interacting
with individuals and/
or groups in the
neighbourhood
helping colleagues
from a dierent
cultural background
nd a way through
work-related problems
in supporting inclusive
education
Can clarify misunderstandings and misinterpretations
during intercultural encounters, suggesting how things
were actually meant in order to clear the air and move the
discussion forward.
in potentially
conicting private
situations involving
persons from
dierent cultures or
backgrounds
in peer interaction
at public events
(e.g. festivals, talks,
demonstrations)
when conducting
or moderating a
public debate on
multicultural issues
when discussing
the implementation
of international
commercial policies
with colleagues
as an instructor when
dealing with conicts
between students
on an international
campus
B2
Can encourage a shared communication culture by
expressing understanding and appreciation of dierent
ideas, feelings and viewpoints, and inviting participants to
contribute and react to each other’s ideas.
when presented to, or
introducing someone
to, a new group of
friends/people sharing
interests
in peer interaction
at public events
(e.g. festivals, talks,
demonstrations)
when escorting
colleagues from other
countries around town
or company premises
as an instructor
when teaching a
multicultural primary
class at intercultural
centres
Can work collaboratively with people who have dierent
cultural orientations, discussing similarities and dierences
in views and perspectives.
when organising
shared activities with
friends or roommates
in joint activities with
travel mates during a
trip, in peer interaction
at public events
(e.g. festivals, talks,
demonstrations)
in discussions with
colleagues about
simple tasks, working
hours, holidays
with schoolmates in
academic activities
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 237
Mediating communication
Facilitating pluricultural space
Situation (and roles)
Personal Public Occupational Educational
B2
Can, when collaborating with people from other cultures,
adapt the way they work in order to create shared
procedures.
when organising
shared activities with
friends or roommates
during a multicultural
community meeting
when discussing
the implementation
of international
commercial policies
with colleagues
at a seminar in
a multicultural
educational setting
B1+
Can support communication across cultures by initiating
conversation, showing interest and empathy by asking and
answering simple questions, and expressing agreement
and understanding.
in everyday
conversations with
friends and relatives
from dierent cultural
backgrounds
during holidays, with
locals
between colleagues
during work-related
telephone exchanges
or conversations
with schoolmates in
out-of-school activities
Can act in a supportive manner in intercultural encounters,
recognising the feelings and dierent worldviews of other
members of the group.
when organising
shared activities with
friends or roommates
during a multicultural
community meeting
in discussions with
colleagues about
simple tasks, working
hours, holidays
at a seminar in
a multicultural
educational setting
B1
Can support an intercultural exchange using a limited
repertoire to introduce people from dierent cultural
backgrounds and to ask and answer questions, showing
awareness that some questions may be perceived
dierently in the cultures concerned.
Can help develop a shared communication culture, by
exchanging information in a simple way about values and
attitudes to language and culture.
in a simple informal
conversation between
friends/relatives and
visitors
in simple exchanges
and conversations at
restaurants
when introducing
newcomers into the
workplace
as an instructor when
welcoming students
into the school’s sports
team
A2
Can contribute to an intercultural exchange, using simple
words/signs to ask people to explain things and to get
clarication of what they say, while exploiting a limited
repertoire to express agreement, to invite, to thank, etc.
A1
Can facilitate an intercultural exchange by showing a
welcoming attitude and interest with simple words/signs
and non-verbal signals, by inviting others to contribute,
and by indicating whether they understand when
addressed directly.
when a newcomer is
introduced into the
workplace
as a student
welcoming a new
person who joins the
group
Pre-A1
No descriptors available
Page 238 3 CEFR – Companion volume
Mediating communication
Acting as intermediary in informal
situations (with friends and colleagues)
Situation (and roles)
Personal Public Occupational Educational
C2
Can communicate in a clear, uent, well-structured way (in
Language B) the sense of what is said (in Language A) on a
wide range of general and specialised topics, maintaining
appropriate style and register, conveying ner shades of
meaning and elaborating on sociocultural implications.
in a discussion with
friends/relatives,
guests/hosts (e.g. on
politics, literature)
at a gathering with
guests
during a public lecture,
at a political rally or
meeting, at a (religious)
ceremony
at a management
meeting, a social or
cultural event during
a work-related visit in
another country
at a school event
such as an awards
evening with parents,
at a welcome address
or presentation to
visiting guests from
other schools, in
webinars, debates and
discussions
C1
Can communicate uently (in Language B) the sense of
what is said (in Language A) on a wide range of subjects of
personal, academic and professional interest, conveying
signicant information clearly and concisely as well as
explaining cultural references.
interpretation, at
a formal gathering
with guests, of
complex ceremonies,
statements,
conversations, or
discussions
during discussions on
organisational matters
such as international
conferences or events,
contract negotiations
during an interview
as part of a research
project, at a conference
or seminar
B2+
Can mediate (between Language A and Language B)
conveying detailed information, drawing the attention of
both sides to background information and sociocultural
cues, and posing clarication and follow-up questions or
statements as necessary.
with visiting guests/
relatives from another
country
at a public meeting, at
an intercultural event
with visiting
partners or clients,
in a discussion in an
international team
about organisation,
project and resource
planning
in a parent–teacher
meeting to discuss
a child’s school
performance, with an
academic in discussion
of their specialised
eld
B2
Can communicate (in Language B) the sense of what
is said in a welcome address, anecdote or presentation
in their eld (in Language A), interpreting cultural cues
appropriately and giving additional explanations when
necessary, provided the presenter stops frequently in order
to allow time for them to do so.
in discussions with
relatives/friends
on matters such as
studying or working
abroad
during a guided visit during a visit to
company/factory/
university premises
in a parent–teacher
meeting to discuss
a child’s school
performance; during
a school exchange
with visiting principals,
teachers or students
Can communicate (in Language B) the sense of what is said
(in Language A) on subjects within their elds of interest,
conveying and when necessary explaining the signicance
of important statements and viewpoints, provided the
interlocutors give clarications if needed.
in a conversation
with friends/relatives,
guests/hosts about
important current
aairs
during a guided visit
(e.g. an exhibition)
at dinner with visiting
colleagues
at a school event or
parents’ day
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 239
Mediating communication
Acting as intermediary in informal
situations (with friends and colleagues)
Situation (and roles)
Personal Public Occupational Educational
B1+
Can communicate (in Language B) the main sense of what
is said (in Language A) on subjects within their elds of
interest, conveying straightforward factual information
and explicit cultural references, provided they can prepare
beforehand and the interlocutors articulate clearly in
everyday language.
in everyday
conversations with
friends and relatives
(e.g. on family, work,
daily events)
in casual conversations
with other travellers
during a trip or holiday
(e.g. on travel, hobbies,
interests)
in everyday
conversations with
colleagues/ workmates
(e.g. on interests, work,
daily events)
during a school
exchange – incoming
and outgoing, in
a parent–teacher
meeting to discuss
a child’s school
performance
B1
Can communicate (in Language B) the main sense of
what is said (in Language A) on subjects of personal
interest, while following important politeness conventions,
provided the interlocutors articulate clearly and they can
ask for clarication and pause to plan how to express
things.
A2+
Can communicate (in Language B) the overall sense
of what is said (in Language A) in everyday situations,
following basic cultural conventions and conveying the
essential information, provided it is articulated clearly and
they can ask for repetition and clarication.
in a conversation
between friends/
relatives and visitors to
make arrangements for
an outing
interpreting on the
telephone for relatives
and friends when
applying for a service
such as the internet or
utilities
at a restaurant with
guests, conversing
about background,
hobbies, education
at a public oce
oering services, such
as a licensing oce
at the workplace to
organise a leaving
party
during a visit from a
client
with a new student
from their country of
origin
A2
Can communicate (in Language B) the main point of what
is said (in Language A) in predictable everyday situations,
conveying back and forth information about personal
wants and needs, provided other people help with
formulation.
during the
introduction of a
visitor/guest to family/
friend circles
at a public oce
oering services, such
as a licensing oce
during a visit from a
client
A1
Can communicate (in Language B) other people’s personal
details and very simple, predictable information (in
Language A), provided other people help with formulation.
Pre-A1
No descriptors available
Page 240 3 CEFR – Companion volume
Mediating communication
Facilitating communication in delicate
situations and disagreements
Situation (and roles)
Personal Public Occupational Educational
C2
Can deal tactfully with a disruptive participant, framing
any remarks diplomatically in relation to the situation and
cultural perceptions.
Can condently take a rm but diplomatic stance over an
issue of principle, while showing respect for the viewpoints
of others.
in a disagreement
between friends
or family members
discussing personal or
social issues
in a situation with
intercommunal conict
tensions
in collaborative work
that takes a dicult
turn
in negotiations, in
discussions about cuts
and restructuring
in cases of disruptive
classroom behaviour
in cases of bullying
or racial/gender-
aggravated school
violence
C1
Can demonstrate sensitivity to dierent viewpoints, using
repetition and paraphrase to demonstrate a detailed
understanding of each party’s requirements for an
agreement.
Can formulate a diplomatic request to each side in a
disagreement to determine what is central to their
position, and what they may be willing to give up under
certain circumstances.
Can use persuasive language to suggest that parties in
disagreement shift towards a new position.
in a disagreement
between housemates
about house rules,
when discussing with
relatives decisions
about responsibilities
and measures
concerning child or
elderly care
during an incident on
a package holiday or a
public event
in the resolution of
organisational and
functional conicts
in dysfunctional group
work, when organising
and managing peer
mediation, or in a
disagreement between
two groups of students
B2+
Can elicit possible solutions from parties in disagreement
in order to help them to reach consensus, formulating
open-ended, neutral questions to minimise
embarrassment or oence.
Can help the parties in a disagreement better understand
each other by restating and reframing their positions more
clearly and by prioritising needs and goals.
Can formulate a clear and accurate summary of what
has been agreed and what is expected from each of the
parties.
in a disagreement
between housemates
about house rules,
when discussing with
relatives decisions
about responsibilities
and measures
concerning child or
elderly care
in disputes with
landlords/tenants
(e.g. over nancial
responsibility for
damage in a at)
during an incident on
a package holiday or a
public event
in arguments aecting
third parties at
restaurants, cinemas or
other public places
in disputes regarding
an accident
in the resolution of
organisational and
functional conicts
when dealing with
everyday negative
interactions between
employees
at collective bargaining
or labour arbitration
in mediating in
dysfunctional group
work, when organising
and managing peer
mediation, or in a
disagreement between
two groups of students
B2
Can, by asking questions, identify areas of common ground
and invite each side to highlight possible solutions.
helping others with
complaints about bills
or services at shops,
transport, banks
during minor disputes
at the workplace
Examples of use in dierent domains for descriptors of online interaction and mediation activities Page 241
Mediating communication
Facilitating communication in delicate
situations and disagreements
Situation (and roles)
Personal Public Occupational Educational
B2
Can outline the main points in a disagreement with
reasonable precision and explain the positions of the
parties involved.
in a disagreement
between housemates
about house rules,
when discussing with
relatives decisions
about responsibilities
and measures
concerning child or
elderly care
in disputes with
landlords/tenants
(e.g. over nancial
responsibility for
damage in a at)
in arguments aecting
third parties at
restaurants, cinemas or
other public places
when dealing with
everyday negative
interactions between
employees
in mediating in
dysfunctional group
work, when organising
and managing peer
mediation, or in a
disagreement between
two groups of students
Can summarise the statements made by the two sides,
highlighting areas of agreement and obstacles to
agreement.
as a member/chair/
moderator at a
community meeting to
discuss social policies
or safety and security
problems
during preparatory
meetings to examine
and revise an agenda
or an action plan
B1+
Can ask parties in a disagreement to explain their point
of view, and can respond briey to their explanations,
provided the topic is familiar to them and the parties
express themselves clearly.
in arguments
between atmates
over household
responsibilities or
home improvements
in arguments aecting
third parties at
restaurants, cinemas or
other public places
when dealing with
everyday negative
interactions between
employees
when dealing with
everyday negative
interactions between
classmates
B1
Can demonstrate their understanding of the key issues in a
disagreement on a topic familiar to them and make simple
requests for conrmation and/or clarication.
A2
Can recognise when people disagree or when diculties
occur in interaction, and adapt memorised, simple phrases
to seek compromise and agreement.
in arguments
between atmates
over household
responsibilities
in an argument at a
party, on an outing,
at a public place like a
station or museum
when two people in
the workplace have an
argument about how
to do something, or a
task not completed
when fellow students
start arguing, or are left
out, during group work
A1
Can recognise when people disagree, or when someone
has a problem, and can use memorised, simple expressions
(e.g. “I understand” or “Are you okay?”) to indicate
sympathy.
when a atmate is
upset, perhaps during
or after an argument
when a colleague is
upset, perhaps during
or after an argument
Pre-A1
No descriptors available
Page 243
Appendix 6
DEVELOPMENT AND VALIDATION OF THE
EXTENDED ILLUSTRATIVE DESCRIPTORS
UPDATING THE 2001 SCALES
The illustrative descriptor scales published in 2001 are among the most widely exploited aspects of the CEFR and
the relevance of the descriptors has remained remarkably stable over time. Therefore, the approach taken was to
supplement the 2001 set rather than change the descriptors in it. There are, however, substantive changes to a
small number of descriptors in the scales from CEFR 2001 Chapters 4 and 5. The amendment of a small number
of “absolute” statements at C2 is intended to better reect the fact that the CEFR illustrative descriptors do not
take an idealised native speaker as a reference point for the competence of a user/learner. These small changes
are included in the extended set of illustrative descriptors published here, and are listed in Appendix 7. The
working method adopted began with a small Authoring Group from the Eurocentres Foundation that selected,
incorporated and, where necessary, adapted relevant calibrated materials drawn from the sources cited in the
preface. In a series of meetings with a small group of experts that acted as a Sounding Board, the resulting set
of descriptors was rened before being submitted to a larger group of consultants for review.
NEW SCALES
At this stage of the project, new scales were added for “Reading as a leisure activity” (under “Written reception”),
for “Using telecommunications” (under “Spoken interaction”) and for “Sustained monologue: giving information”
(under “Spoken production”). Certain existing descriptors dening more monologic speech were also moved from
the scale “Information exchange” to the “Sustained monologue: giving information” scale during this process.
PREA1
Pre-A1 represents a “milestone” halfway towards Level A1, a band of prociency at which the learner has not yet
acquired a generative capacity, but relies upon a repertoire of words and formulaic expressions. The existence of
a band of prociency below A1 is referred to at the beginning of CEFR 2001 Section 3.5. A short list of descriptors
is given there that had been calibrated below A1 in the SNSF research project that had developd the illustrative
descriptors. A fuller description of the competences of learners at A1 and the inclusion of a level below A1
was important for users as evidenced by the number of descriptor projects that focused on these lower levels.
Therefore, a band of prociency labelled Pre-A1 is included in the majority of the scales.
PHONOLOGY
For “Phonological control”, which was an existing CEFR 2001 scale, a completely new set of descriptors was
developed /see “Phonological Scale Revision Process Report” (Piccardo 2016). Phonology had been the least
successful scale developed in the research behind the descriptors published in 2001. The phonology scale was
the only CEFR illustrative descriptor scale for which a native-speaker norm, albeit implicit, had been adopted.
In an update, it appeared more appropriate to focus on intelligibility as the primary construct in phonological
control, in line with current research, especially in the context of providing descriptors for building on plurilingual/
pluricultural repertoires. The resulting phonology project followed all three validation phases described below
in relation to other new scales, with over 250 informants involved in each phase.
YOUNG LEARNERS
The collated descriptors for young learners are available on the CEFR website. There is a recognised need for
instruments to better support CEFR alignment of teaching and learning for young learners. However, a conscious
decision was taken to avoid parallel design and calibration of new descriptors for young learners during this
project, as young learner descriptors are largely derived and adapted from the CEFR illustrative descriptors,
according to age and context. Moreover, a great deal of work has already been done in this area by professionals
across the member states in the design and validation of European Language Portfolios for young learners.
Therefore, the approach adopted for young learners was to collect and collate descriptors for young learners
Page 244 3 CEFR – Companion volume
and organise these into the two main age groups (7 to 10 and 11 to 15) that were represented by the majority
of validated ELP samples available.
Though not fully comprehensive, the project brings together a representative selection of ELP descriptors for young
learners from a range of Council of Europe member states, using in particular materials drawn from accredited
models in the Council of Europe ELP bank and/or samples registered on the Council of Europe website, along
with young learner assessment descriptors supplied by Cambridge Assessment English. These were individually
aligned to the illustrative descriptors published in 2001 according to level, identifying meaningful correspondences
between young learner descriptors and CEFR illustrative descriptors, and presented to the Sounding Board of
experts for document peer review. This collation and alignment is intended to support further development of
young learner curricula, portfolios and assessment instruments, with an awareness of lifelong learning leading
to competences described in the CEFR.
In addition, the extended illustrative descriptors were included in the document for educators to consider for
relevance to young learner programmes. Guidance judgments were added as to the proposed relevance of each
of the extended CEFR illustrative descriptors to each of the two age groups. These judgments were also ratied
by the Sounding Board through peer review, and in a separate consultative workshop.
The descriptors
51
are presented in two documents, one for each age group. The documents have an identical
structure, presenting the descriptors by level, starting with Pre-A1, and ltering out non-relevant CEFR illustrative
descriptors that have been evaluated as clearly beyond the typical cognitive, social or experiential capacity of
the age group (mainly at the higher levels). The documents thus show what CEFR descriptor the young learner
descriptor is related to along with an indication of the relevance of a CEFR descriptor to the age group if no
young learner descriptor examples are yet available. Additionally, an archive document retains all the mapped
descriptors together for both age groups, organised by scale.
Figure 18 – Development design of Young Learner Project
Judgement of
correspondences
to 2001 illustrative
descriptors
By main researcher,
according to validated
Young Learner
descriptor levels
Development
Steering
committee
review of
collation format
By members of CEFR
extended set expert
authoring group
Expert
consultation
Peer review of Young
Learner descriptor
alignment and judgments
of relevance
Separate
reference
documents for
each age group
Introduction chapter
Reorganisation of
descriptors by level
rather than scale
Archive version retained
with both age groups
organised by scale
Qualitative
validation
Finalisation
Rework / expert
workshop
Update of alignments,
judgments of relevance
and comments
Final updates
Adjustments to nal
document versions
to reect validated
changes to the
extended set of CEFR
illustrative descriptors
A new collation
of descriptors for
young learners
Initial collation
of validated ELP
& assessment
descriptors
Shortlist of 35 sources
evaluated / collated from
19 member states
Preparatory
work
Categorisation
of sources
Sources aligned
by age group
Expert consultation
Relevant age
groups nalised
Addition of
extended set
descriptors
with judgments
of relevance
Extended descriptors
evaluated for relevance
to each age group
51. Bank of supplementary descriptors, www.coe.int/en/web/common-european-framework-reference-languages/bank-of-
supplementary-descriptors.
Development and validation of the extended illustrative descriptors Page 245
MEDIATION
The conceptual approach to mediation
The 1996 provisional version of the CEFR, published during the last stages of the Swiss research project, sketched
out categories for illustrative descriptor scales for mediation to complement those for reception, interaction
and production. However, no project was set up to develop them. One important aim of the current update,
therefore, was to nally provide such descriptor scales for mediation, given the increasing relevance of this
area in education. In the consideration of mediation, descriptors for building on plurilingual and pluricultural
repertoires were also added. It was to the validation of these new descriptors for mediation, online interaction,
reactions to literature and building on plurilingual/pluricultural repertoires that the institutions listed in the
preface contributed.
The main focus in developing new scales was on mediation, for aspects of which 23 descriptor scales are now
available (mediation activities: 18; mediation strategies: 5). The approach taken to mediation was broader than
that presented in CEFR 2001, in which Section 2.1.3 introduced mediation as the fourth category of communicative
language activities, in addition to reception, interaction and production:
In both the receptive and productive modes, the written and/or oral activities of mediation make communication
possible between persons who are unable, for whatever reason, to communicate with each other directly. Translation
or interpretation, a paraphrase, summary or record, provides for a third party a (re)formulation of a source text to which
this third party does not have direct access. Mediating language activities – (re)processing an existing text – occupy
an important place in the normal linguistic functioning of our societies.
This description is taken a stage further in CEFR 2001 Section 4.4.4:
In mediating activities, the language user is not concerned to express his/her own meanings, but simply to act as an
intermediary between interlocutors who are unable to understand each other directly – normally (but not exclusively)
speakers of dierent languages. Examples of mediating activities include spoken interpretation and written translation
as well as summarising and paraphrasing texts in the same language, when the language of the original text is not
understandable to the intended recipient.
The focus in the text of the CEFR 2001 book is thus on information transfer and on acting as an intermediary
either in one language or across languages.
The conceptual approach taken in this project is closer to that adopted by Coste and Cavalli, in line with the
broader educational eld, in their 2015 paper for the Council of Europe, “Education, mobility, otherness – The
mediation functions of schools” (Coste and Cavalli 2015). The full conceptualisation of mediation is described in
“Developing illustrative descriptors of aspects of mediation for the CEFR” (North and Piccardo 2016). In developing
categories for mediation, the Authoring Group used Coste and Cavalli’s distinction between:
f “Relational mediation”: the process of establishing and managing interpersonal relationships in order to
create a positive, collaborative environment (for which six scales were developed);
f “Cognitive mediation”: the process of facilitating access to knowledge and concepts, particularly when an
individual may be unable to access this directly on their own, due perhaps to the novelty and unfamiliarity
of the concepts and/or to a linguistic or cultural barrier.
However, it is virtually impossible to undertake cognitive mediation without taking account of the relational issues
concerned. Real communication requires a holistic integration of both aspects. For this reason, the mediation
scales are presented in a more practical division into four groups:
f mediating a text;
f mediating concepts;
f mediating communication;
f mediation strategies.
Finally, consideration of cross-linguistic and cultural mediation led to an interest in the ability to exploit a
plurilinguistic or pluricultural repertoire, for which three additional scales were developed:
f building on pluricultural repertoire;
f plurilingual comprehension;
f building on plurilingual repertoire.
Page 246 3 CEFR – Companion volume
The aim of developing descriptors for plurilingual and pluricultural competence linked to CEFR levels is to
encourage teachers to include the acquisition of plurilingual and pluricultural competence, appropriate to the
prociency level of their learners, in their planning.
METHODOLOGY ADOPTED
The project emulated and further extended the methodologies employed in the original CEFR descriptor research
by Brian North and Günther Schneider in Switzerland. It followed a similar mixed methods research design,
with qualitative and quantitative development, as summarised in Figure 12. An extensive review of relevant
literature was followed by an intuitive authoring phase, with feedback from a Sounding Board. This was followed
between February 2015 and February 2016 by three phases of validation activities with around 1 000 people.
The validation was then followed between July 2016 and February 2017 by three rounds of consultation, with
piloting between January 2017 and July 2017.
The methodology followed for the development and validation of the new scales mirrored that undertaken
in the original Swiss research (see CEFR 2001 Appendix B), but on a larger scale. Like the original research the
project had three broad phases:
f initial research and development (intuitive phase);
f checking and improving the categories and quality of the descriptors (qualitative phase);
f calibrating the best descriptors to a mathematical scale and conrming the cut-os between the levels
(quantitative phase).
The above tasks took place between January 2014 and March 2016, followed by consultation and piloting.
PREPARATORY WORK
The rst step was to collect existing instruments and articles related to mediation; at this point the mediation
descriptors from Prole Deutsch and some other sources were translated into English. In a series of liaison
meetings with Daniel Coste and Marisa Cavalli, the authors of “Education, mobility, otherness – The mediation
functions of schools” (Coste and Cavalli 2015), a set of initial categories was developed and an initial collection
of descriptors for mediating text and mediating concepts was collected and drafted. The main categories into
which scales were grouped in the early stages were:
f cognitive mediation (facilitating access to knowledge, awareness and skills);
f
interpersonal mediation (establishing and maintaining relationships; dening roles and conventions in
order to enhance receptivity, avoid/resolve conict and negotiate compromise);
f textual mediation (transmitting information and argument: clarifying, summarising, translating, etc.).
The full initial collection also included a number of draft scales related to aspects of institutional mediation
(for example: integrating newcomers, dealing with stakeholders as an institution, developing and maintaining
institutional relationships), together with a number of scales on dierent aspects of mediation by teachers – both
aspects reecting the focus of Coste and Cavalli on the mediation role of schools. However, at the rst consultative
meeting, held in July 2014, there was a consensus that these scales were in eect recycling aspects of interaction
and production already present in the CEFR, rather than breaking new ground. For this reason, development was
focused on the above-mentioned categories of conceptual, interpersonal and textual mediation. The collection
was reworked for an expert meeting that set up an Authoring Group in September 2014.
DEVELOPMENT
The Authoring Group then conducted a thorough literature review and redrafted the initial collection in a
series of meetings between September 2014 and February 2015. Sub-groups worked on online interaction,
plurilingual/pluricultural competence and phonology. Work on plurilingual and pluricultural competences
arose naturally from consideration of cross-linguistic mediation, particularly in the role of intermediaries. Work
on phonology was undertaken because the existing CEFR 2001 scale for phonological control, alone among the
CEFR illustrative scales, took an implied native speaker as a point of reference and set up unrealistic expectations
(B2: “Has acquired a natural pronunciation and intonation”). This was considered incompatible with a plurilingual
perspective. A Sounding Board closely supported the work of the Authoring Group with input materials and
feedback. In February 2015, a set of 427 draft descriptors for online interaction, mediation activities and strategies
and for plurilingual/pluricultural competence were ready for the rst round of validation activities. Since work on
Development and validation of the extended illustrative descriptors Page 247
plurilingual/pluricultural competence and phonology started later, only some of the descriptors for the former
and none of those for the latter were included at this point. The phonology descriptors were rst tried out in a
workshop in June 2015 and in consultation with phonology experts.
QUALITATIVE VALIDATION
By this stage, 137 institutes had been recruited to take part in validation. This rst phase took place at these
institutions from February to March 2015 during face-to-face workshop sessions, in which almost 1000 people took
part. The task was a more systematic version of the one used in the 32 workshops in the original CEFR descriptor
research project. Participants discussed in pairs some 60 descriptors for three to ve related areas, decided what
area they were describing, rated them for (a)clarity, (b)pedagogic relevance and (c)relation to real-world language
use, and suggested improvements to formulation. Following this, some 60 descriptors were dropped, including one
entire scale. Very many of the other descriptors were reformulated, usually shortened, and two new scales (“Spoken
translation of written text”; “Breaking down complicated information”) were drafted at the suggestion of workshop
participants. It was at this point that some of the detail being removed from descriptors was put into examples
for dierent domains (see Appendix 5). Qualitative validation for phonology, in which 250 project participants
took part online in the same (familiar) activities, came much later in the year, in November and December 2015.
QUANTITATIVE VALIDATION
In the next phase, 189 institutions took part, with a total of 1 294 participants from 45 countries. Again, each
participating institution organised a face-to-face workshop. After familiarisation activities similar to those
recommended in the Council of Europe’s manual entitled “Relating Language Examinations to the Common
European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) – A Manual” (Council
of Europe 2009) participants took part in a standard-setting workshop in which, individually and after discussion,
they assigned draft descriptors to CEFR levels. The full range of CEFR prociency bands from the initial CEFR
descriptor research was used for this purpose (= 10 bands from Pre-A1 to C2). Participants wrote their decisions on
PDF printouts and only at the end did they enter their considered, nal, individual decisions into an online survey.
In the analysis, rstly the percentages of respondents assigning each descriptor to each level and sub-level were
calculated, and then a Rasch Model scaling analysis was carried out, as in the original CEFR descriptor research.
To conduct a Rasch analysis, one needs a matrix of linked data, and each item (here descriptor) should ideally
have 100 responses. This goal was met for all descriptor scales: the lowest number of respondents for any one
scale being 151 and the highest 273.
A matrix of this type was used for each of the validation phases, with a conscious eort to target categories of
descriptors to groups known to be interested in the categories concerned. The advantages of the Rasch analysis
were rstly that it enabled those descriptors that just did not work and those participants who just could not
complete the task to be identied and excluded, and secondly that it gave each descriptor an arithmetic value.
That value could then be converted to the scale underlying the CEFR descriptors published in 2001 by using
some of them as “anchor items”.
Results from the preliminary quantitative analysis were discussed at a consultative meeting in July 2015, following
which 36 descriptors were dropped and about half relegated to recalibration, usually after amendments. A major
issue was a lack of descriptors at A1 and A2 for mediation and plurilingual/pluricultural competence. An eort
was made to draft these before the following phase.
The main quantitative data collection then followed in an online survey conducted in English and French between
October and December 2015. This time respondents replied individually to the question: “Could you, or a person
whom you are thinking of, do what is described in the descriptor?” They were asked to do this three times, for
their dierent plurilingual personae and/or for people whom they knew very well (partners, children, etc.), and
this resulted in 3503 usable responses from about 1500 people. The task was a slightly adapted replication of
the one used in the calibration of the descriptors published in 2001, which was based on teacher assessment
with descriptors of a representative sample of students in their classes. Two analyses were carried out: a global
analysis with all the descriptors and a second analysis in which each main category was analysed separately.
Decisions about the level of each descriptor were then made on the basis of all of the information available.
Quantitative validation for phonology followed in January 2016, with 272 people taking part. There were two
tasks: (a) assigning to levels, and (b) assessing learner performances in video clips (“Can the learner in the video
do what is described in the descriptor?”). Dierent standard-setting techniques were employed; again, readers
are referred to “Phonological Scale Revision Process Report” (Piccardo 2016) for details.
Page 248 3 CEFR – Companion volume
The Rasch Model
The Rasch Model is named after a Danish mathematician, George Rasch. It is the most commonly
used of a family of probability models that operationalise latent trait theory (also called item response
theory – IRT). The model analyses the extent to which an item “ts” in the underlying construct
(=latent trait) that is being measured. It also estimates on a mathematical scale, rstly diculty
values (=how dicult each item is) and secondly, ability values (= how competent each person is
in the trait in question). The model is used for many purposes but two of the main ones are:
- building banks of items for tests;
- questionnaire analysis.
To analyse questionnaires, a variant called the rating scale model (RSM) is used. A multifaceted variant of
the RSM can remove subjectivity from assessors’ judgments. Detailed explanations are available in the
Reference Supplement to “Relating Language Examinations to the Common European Framework of
Reference for Languages: Learning, Teaching, Assessment (CEFR) – A Manual” (Council of Europe 2009).
The main advantage of the Rasch Model is that, unlike with classical test theory, the
values obtained are generalisable to other groups that can be considered to be part of
the same overall population (that is, suciently share the same characteristics).
The objective scaling and the potential generalisability of the scale values obtained
makes the model particularly suitable for determining at which level one should situate
“can do” descriptors on a common framework scale like the CEFR levels.
FURTHER VALIDATION OF PLURILINGUAL AND PLURICULTURAL COMPETENCE
Finally, an extra survey was carried out in February 2016 for three reasons. Firstly, it was an opportunity to include
descriptors for reception strategies and plurilingual comprehension, mostly adapted from the MIRIADI Project;
52
secondly, the task in the main online survey had not worked well for plurilingualism, so the extra survey re-ran
this with a dierent task; nally, it was an opportunity to add more descriptors for pluricultural competence,
particularly at lower levels. The survey was carried out in two completely separate parallel versions. From
among the project participants, 267 volunteers completed one form, while 62 experts in plurilingual education
completed the other. The results were then contrasted and it was established that there was no statistically
signicant dierence between them. The calibrations to levels were also extremely compatible with the existing
CEFR 2001 scale for sociolinguistic appropriateness.
52. www.miriadi.net/en/miriadi-plan.
Development and validation of the extended illustrative descriptors Page 249
Figure 19 – Multimethod developmental research design
Page 250 3 CEFR – Companion volume
ISSUES AND RESPONSES
A great amount of feedback was given by participants in the validation activities in 2015, in consultation meetings
and during the wider consultation and piloting in 2016-17. This section focuses on some of the key issues that
were raised over the duration of the project and how each one was addressed.
RELATIONSHIP OF MEDIATION SCALES TO CEFR 2001 SCALES
Although the focus in the project was to provide descriptors for activities and strategies that were not already
covered by CEFR 2001 descriptor scales, some aspects of the mediation scales, particularly at lower levels, are
reminiscent of the kinds of activities described in existing CEFR scales. This is because some aspects of mediation, in
the broader interpretation now being adopted, are already present in the illustrative descriptor scales published in
2001. The new scales under “Mediating a text” for “Relaying specic information”, “Explaining data” and “Processing
text”, for example, are an elaboration of concepts introduced in the existing scale for “Processing text” under
“Text” in CEFR 2001 Section 4.6.3. Similarly, the scales particularly concerning group interaction in “Facilitating
collaborative interaction with peers”, “Collaborating to construct meaning” and “Encouraging conceptual talk”, are
in many ways a further development of concepts in the existing scale “Co-operating strategies under interaction
strategies”. This underlines the diculty of any scheme of categorisation. We should never underestimate the fact
that categories are convenient, invented artefacts that make it easier for us to interpret the world. Boundaries
are fuzzy and overlap is inevitable.
CROSSLINGUISTIC MEDIATION
Earlier versions of the descriptors had experimented with various formulations seeking to take account of this
point. However, making clear distinctions proved to be remarkably dicult. “Mother tongue” and “rst language”
and “language of schooling” are often not synonymous and even expressions like “source language” and “target
language” proved confusing (for example when mediating from another language one may be mediating to the
mother tongue; the other language is in such a case the source language and the mother tongue would be the
target language). Attempts to cater to these variations also meant that at one point the collection of descriptors
unnecessarily tripled in size, with very minor changes in formulation.
Therefore, the project group decided to take the line that, as with the illustrative descriptors published in 2001,
what is calibrated is the perceived diculty of the functional language ability irrespective of what languages
are involved. It is recommended that those languages be specied by the user as part of the adaptation of the
descriptors for practical use.
The scales for “Mediating a text” contain a reference to “Language A” and “Language B”: broad terms for mediated
communication sources and communication outputs respectively. It is stated in the notes that mediation may be
within one language or across languages, varieties or registers (or any combination of these), and that the user
may wish to state the specic languages concerned. Equally, the user may wish to provide examples relevant to
their context, perhaps inspired by those presented in Appendix 5 for the four domains of language use: public,
personal, occupational and educational.
For example, the rst descriptor on the scale for “Relaying specic information in speech or sign”:
Can explain (in Language B) the relevance of specic information given in a particular section of a long, complex text
(in Language A).
might become:
Can explain in French the relevance of specic information given in a particular section of a long, complex text in
English (e.g. an article, website, book or talk face-to-face/online concerning current aairs or an area of personal
interest or concern).
or if communication within one target language is concerned:
Can explain the relevance of specic information given in a particular section of a long, complex text (e.g. an article,
website, book or talk face-to-face/online concerning current aairs or an area of personal interest or concern).
All the descriptors for mediating a text involve integrated skills, a mixture of reception and production. The focus
is not on reception, for which CEFR scales already exist. The level at which descriptors are calibrated reects the
level of processing and production required. When reception and production are in dierent languages, then
the level represented by the descriptor is that needed to process and articulate the source message in the target
language(s).
Development and validation of the extended illustrative descriptors Page 251
GENERAL AND COMMUNICATIVE LANGUAGE COMPETENCES
In any CEFR descriptor scale, the descriptors at a particular level dene what can reasonably be achieved when the
user/learner has a communicative language competence (CEFR 2001 Section 5.2) in the language(s) concerned
corresponding to the CEFR level given, provided the person concerned also has the personal characteristics,
knowledge, cognitive maturity and experience – that is to say the general competences (CEFR 2001 Section
5.1) – necessary to do so successfully. The CEFR scales are intended to be used to prole ability. It is unlikely
that all users who are globally “B1” are capable of doing exactly what is dened at B1 on all CEFR descriptor
scales, no more and no less. It is far more likely that people whose overall level is at B1 will in fact be A2 or A2+
in relation to some activities and B1+ or even B2 in relation to others, depending upon their personal prole of
general competences, in turn dependent on age, experience, etc. This is the case with many existing CEFR 2001
descriptor scales that concern cognitive abilities like “Note-taking”, “Reading for information and argument”,
“Formal discussion (meetings)”, “Sustained monologue: addressing audiences”, and producing “Reports and
essays”. It is equally the case with many mediation activities. Some of the scales under mediating a text (for
example “Processing text”) or mediation strategies (for example “Streamlining text”) involve activities requiring
a degree of cognitive sophistication that may also not be shared equally by everyone. Furthermore, the scales
for mediating communication require interpersonal skills that are not shared equally, partly due to experience.
Similarly, the proles of user/learners at, for example, B1 will dier greatly in relation to “Building on plurilingual/
pluricultural repertoire”, dependent on their personal trajectories and the experience and competences acquired
along the way. Therefore, rather than seeking to eliminate the inuence of individual dierences, the approach
taken in the descriptors acknowledges that they are a key contributing factor to learners’ unique proles of
communicative ability.
GENERAL AND COMMUNICATIVE LANGUAGE COMPETENCES
IN BUILDING ON PLURICULTURAL REPERTOIRE
As with mediating, using one’s pluricultural repertoire involves a range of general competences (CEFR 2001
Section 5.1), usually in close conjunction with pragmatic and sociolinguistic competences (CEFR 2001 Section
5.2.2 and 5.2.3). Thus in this scale, as in the mediation scales and many other CEFR scales, competences other
than language competences come into play. The boundaries between knowledge of the world, sociocultural
knowledge and intercultural awareness are not really clear-cut, as the CEFR 2001 explains. Nor are those between
practical skills and know-how – which includes social skills – and sociocultural knowledge or intercultural skills
and know-how. The eld of socio-pragmatics also studies aspects of these areas from a more “linguistic” point
of view. What is more important than possible overlap between categories is the fact that the user/learner calls
on all these various aspects, merged with the appropriate communicative language competence, in the creation
of meaning in a communicative situation. Some are more likely than others to be able to do this to the extent
permitted by a given language prociency level, perhaps because of their diering aptitudes and experience.
CONSULTATION AND PILOTING
The development and validation described above were then followed by a process of consultation and piloting
in three phases:
f expert workshop;
f pre-consultation online survey with experts;
f formal consultation.
After a meeting with Council of Europe experts in June 2016 and a detailed pre-consultation online survey of
CEFR experts in the summer of 2016, the descriptors were revised before a formal consultation took place in
English and French between October 2016 and February 2017. There were two parallel surveys of individuals and
institutions. Some 500 individual informants completed the survey, together with a number of invited institutions
and curriculum or assessment agencies. Among other questions, respondents were asked to state to what extent
they found each of the new scales to be helpful and to comment on the descriptors. All the proposed new scales
were considered to be helpful or very helpful by 80% of the respondents, with the institutions/agencies tending
to give a more positive response. The most popular new scales concerned mediating a text, collaborating in
small groups and online interaction. There was a considerable dierence of opinion between individuals and
institutions on two descriptor scales: “Goal-oriented online transactions and collaboration” and “Building on
plurilingual repertoire”. While 96% of the institutions found these two scales helpful or very helpful, only 81%
to 82% of individuals did so.
Page 252 3 CEFR – Companion volume
In the formal consultation, two thirds of the respondents denitely welcomed the fact that the descriptor scales
for mediation moved beyond the area of classic modern language teaching (to Content and Language Integrated
Learning – CLIL, and Language of Schooling), with over 90% of both individuals and institutions agreeing to some
extent. A great number of comments and suggestions were received, which have helped to nalise descriptor
formulations, scale titles and the way in which the scales are presented.
Piloting took place between February and June 2017, with results continuing to feed into formulation of and
presentation of the descriptor scales. The vast majority of the pilots selected descriptors from relevant scales in
order to inform the design of communicative tasks in the classroom, and then used the descriptors to observe
the language use of the learners. Feedback on the descriptors was very positive, with some useful suggestions
for small revisions. The most popular areas for piloting were collaborating in small groups, mediating a text and
plurilingual/pluricultural competence. In one pilot, the two descriptor scales for online interaction were also
presented in a separate survey of 1175 Italian teachers of English who were completing an online course in use
of digital resources.
53
Of these respondents, 94.8% found the descriptors very clear or quite clear, and 80.8%
reported that they were very easy or quite easy to use for self-assessment.
At the same time as the formal consultation, a questionnaire was also sent to Council of Europe member states
asking about use of the CEFR in their countries, familiarity with support materials recently provided by the
Council of Europe’s Education Policy Division (Language Policy Programme) and their reaction to the proposed
new descriptor scales. Member states were also asked to suggest institutions for piloting. Results were very
positive, except for some reservations concerning the use of the CEFR in initial teacher education – only half of
the respondents saying it has been highly helpful. As might be expected, the dimensions of the CEFR most often
referred to in ocial documents and implemented in practice were the descriptors (83% highly so), the levels
(75% highly so) and the action-oriented approach (63% highly so). To the question of whether they welcomed
the new scales, the positive response was highest for plurilingual/pluricultural competence (79%), followed by
online interaction (75%), mediation (63%) and literature (58%).
INCORPORATION OF DESCRIPTORS FOR SIGN LANGUAGES
People who are born deaf may acquire a sign language as their rst language given appropriate input by their
parents and peers. Sign languages are not merely a form of gesturally-based communication, and not simply
a dierent medium through which a spoken language is expressed. Linguistic research has provided ample
evidence that sign languages are human languages in their own right, like spoken languages, and display linguistic
features, means, rules and restrictions like those found in spoken language. Those features include language
acquisition, processing, loss and all the other psychological processes and language-specic representations
that also apply in spoken languages.
Parallel to the main project mentioned above, descriptors for sign language competence were produced, following
a similar methodology to that used in a project at the Zurich University of Applied Sciences (ZHAW), funded by
the SNSF.
54
The project identied and calibrated descriptors for productive and receptive signing competence.
These are descriptors that apply specically to sign languages and complement the existing CEFR descriptors.
However, one should also remember that the CEFR descriptors, which express an ability to act in the language, are
relevant to all human languages. Sign languages are used to full actions just as spoken languages are. Therefore
the same descriptors can be applied to both language modalities, and as a result all the CEFR descriptors have
been reformulated to be modality-neutral.
Ever since the CEFR was introduced, there has been a need to dene common learning targets, curricula and
levels for education in sign languages. The CEFR is in fact increasingly used in order to structure courses in sign
language. Most deaf children (95%) are born to hearing parents so, although the community of deaf people is
small, there is a great need for such courses, not just for the families of deaf children, but also for educational
purposes (interpreters, deaf migrants, hard-of-hearing people, teachers, linguists, etc.). In addition, the CEFR is
starting to play a role in relation to the training and qualications of sign language teachers and interpreters
and, most particularly, in working towards ocial recognition of sign languages and the qualications of sign
language professionals. The initiative to include descriptors for sign language in the CEFR therefore received
strong support from a number of associations in the community of the deaf.
53. “Techno-CLIL 2017”, moderators: Letizia Cinganotto and Daniela Cuccurullo, https://moodle4teachers.org/enrol/index.php?id=90.
54. The Council of Europe wishes to thank the SNSF for providing the approximately €385000 that made the project possible.
Development and validation of the extended illustrative descriptors Page 253
The ZHAW
55
sign language project “Common European Framework of Reference for Sign Languages: development
of descriptors for Swiss-German Sign Language” operated to a dierent timescale, with the research completed
in June 2019, three years after the completion of the main descriptor project. Again, the sign language project
followed a mixed-method, developmental research design that combined intuitive, qualitative and quantitative
analyses. However, as the signing community is small, the sign language project took place on a smaller scale.
The three main phases of the project are outlined in Figure 20.
The approach was entirely data-based. Rather than adapting existing CEFR descriptors to sign language, the
ZHAW project’s aim was to produce descriptors for aspects of signing competence based on the study of videos
of expert signers. The expert signers were recorded signing dierent types of texts and these performances
were then discussed in a series of workshops with sign language teachers. The ZHAW Authoring Group then
formulated descriptors on the basis of comments and analysis from the sign language teachers. In this way a
collection of over 300 descriptors for productive competences as well as 260 descriptors for receptive competences
was developed. As in the mediation project, there was no consideration of level at this stage: the aim was to
capture signicant aspects of competence in words. As in the mediation project, descriptors were improved in
an iterative process of consultation and conducting workshops.
Furthermore, a simple validation experiment in the project demonstrated that hearing non-signers and deaf
non-teachers had a signicantly dierent interpretation of the level a descriptor refers to in comparison to deaf
teachers. Therefore, the descriptors were calibrated only by deaf sign language instructors either born deaf or
with L1-competence attributed by the community on the basis of their signed forms (videos).
The descriptors were then grouped into categories. Initially it had been intended to produce scales for dierent
types of text (narrative, descriptive, explanatory, etc.).
56
However, very many of the descriptors were identied as
relevant for several text types because they treated transversal competences. Finally, therefore, in a workshop
undertaken by the project team, the descriptors were grouped into sets on the basis of similarity. Three separate
groups sorted the descriptors into piles that appeared to describe related competences. A nal categorisation
was then negotiated. The characteristics of each set were examined and rened, leading to the denition of
categories for nine scales as follows:
Linguistic competence:
1. Sign language repertoire (receptive/productive);
2. Diagrammatical accuracy (receptive/productive).
Sociolinguistic competence:
3. Sociolinguistic appropriateness and cultural repertoire (receptive/productive).
Pragmatic competence:
4. Sign text structure (receptive/productive);
5. Setting and perspectives (receptive/productive);
6. Language awareness and interpretation (receptive);
7. Presence and eect (productive) (in German: Auftritt and Wirkung);
8. Processing speed (receptive);
9. Signing uency (productive).
55. Zurich University of Applied Sciences Authoring Group: Jörg Keller, Petrea Bürgin, Aline Meili and Dawei Ni.
56. Keller J. et al. (2017), “Auf dem Weg zum Gemeinsamen Europäischen Referenzrahmen (GER) für Gebärdensprachen. Empirie-basierte
Bestimmung von Deskriptoren für Textkompetenz am Beispiel der Deutschschweizer Gebärdensprache (DSGS)”, Das Zeichen, No.105,
pp. 86-97; Keller J. et al. (2018), “Deskriptoren zur gebärdensprachlichen Textstrukturierung im GER für Gebärdensprachen”, Das Zeichen,
No. 109 , pp. 242-5. Keller J. (2019), “Deskriptoren für Textkompetenz in Gebärdensprachen”, in Barras M. et al. (eds), IDT 2017, Band 2.
Berlin: ESV, pp. 111-117.
Page 254 3 CEFR – Companion volume
Figure 20 – The phases of the sign language project
Formulating
descriptors
Development
Validating
descriptors
with signers
Checking
categories
Validating
Calibrating to
CEFR levels
Sign language
descriptors
Identifying
text types
Preparatory
work
Identifying
experts for
text types
Filming expert
signers
The nal step was calibration to CEFR levels. To create a scale of descriptors, the Rasch Model was used, as in the
mediation and phonology projects and the original CEFR descriptor project. However, this time it was videos of
the descriptors being signed that provided the data. Videos were provided for this purpose in both Swiss-German
Sign Language and International Sign (IS). The latter is a contact lingua franca, used in this case for signers from
dierent European countries who took part. Following a successful trial of the rating scale by the project group,
respondents to online surveys were asked to rate the degree of diculty that a descriptor represented on a
4-point rating scale from 1 (not dicult) to 4 (very dicult).
The entire dataset (N = 223) was checked for cases with very few or no evaluations, which were then removed.
Sample sizes and distributions of completed evaluations were then checked for the two main groups (Swiss
and European). In the Swiss group, N=53, with nearly all evaluating all descriptors in the entire set of over 300.
In the European group, N=37, with all participants evaluating a subset of all descriptors, resulting in a mean of
15 assessments per descriptor
57
in addition to the 53 from the Swiss-German group.
As mentioned above while briey describing the Rasch Model, descriptors will be more accurately placed at
the right level if persons and items for whom the data does not t the model (because they are improbable) are
removed from the data. This step was followed in this project as in the main project.
The nal step was to establish the cut-o between the CEFR levels on the sign language scale. To facilitate this
process, calibrated CEFR descriptors published in 2001 had been included to act as “anchor items” to transform
the scale produced to the mathematical values underlying the CEFR scale. For an explanation of this process,
users are referred to the sections on quantitative validation in the “Developing illustrative descriptors of aspects
of mediation for the CEFR” (North and Piccardo 2016) and the “Phonological Scale Revision Process Report”
(Piccardo 2016). However, unlike in those two projects, the mathematical values of these CEFR 2001 “anchors”
were not credible, even when unstable anchors had been removed. Therefore an alternative standard-setting
method based on expert judgment was used.
58
57. While small, these values meet the minimum a priori requirements for 95% condence intervals on diculty parameters to within
+/− 1 logit: see Linacre J. (1994), “Sample size and item calibration stability”, Rasch Measurement Transactions Vol. 7, No. 4, p. 328. The
Standard Error of Measurement for the sign language descriptors is greater than for the other descriptors, but calibration on the scale
is intuitively sensible. In a few cases, descriptors within the margin of error to the next prociency band have been moved to that
adjacent band on the basis of collective expert judgment.
58. The method used was a variant of the “Bookmark Method” explained in “Relating Language Examinations to the Common European
Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) – A Manual” (Council of Europe 2009).
Development and validation of the extended illustrative descriptors Page 255
FINALISATION
The feedback received in the various phases of validation, consultation and piloting between February 2015 and
June 2017 was very helpful in identifying and eliminating less successful descriptors and scales, and in revising
formulations. The process is documented in an archive available to researchers on the Council of Europe’s website.
The denitive version of the descriptors included in this document has taken account of all the feedback received.
Since very many descriptors were validated for certain levels of some scales, especially B2, a number have been
excluded from the extended version of the illustrative descriptors, although they are successfully validated
descriptors. They are available in Appendix 8. In itself this redundancy is a good thing as it underlines the
coherence of the calibration to levels, but it is not necessary to include all the descriptors concerned in the
nalised CEFR illustrative descriptor scales. They will later be presented as supplementary descriptors in the
CEFR-related descriptor bank that can be found on the Council of Europe’s website.
Page 257
Appendix 7
SUBSTANTIVE CHANGES TO SPECIFIC
DESCRIPTORS PUBLISHED IN 2001
Overall listening oral comprehension
C2 Can understand with ease virtually Has no diculty with
any kind of spoken/signers language, whether
live or broadcast, delivered at fast native
natural speed.
Understanding conversation between other native
people
B2+ Can keep up with an animated conversation between native
speakers/signers of the target language.
B2 Can with some eort catch much of what is said around them, but may nd it dicult to participate
eectively in discussion with several native
speakers/signers of the target language who do not modify
their language in any way.
Listening
Understanding as a member of a live audience
C2 Can follow specialised lectures and presentations employing a high degree of
colloquialism, regional usage
or unfamiliar terminology.
Overall reading comprehension
C2 Can understand and interpret critically
virtually all forms of the written language types of written/signed
texts including abstract, structurally complex, or highly colloquial literary and non-literary writings.
Overall oral interaction
B2 Can interact with a degree of uency and spontaneity that makes regular interaction, and sustained
relationships with speakers/signers of the target language native speakers
quite possible without imposing
strain on either party. Can highlight the personal signicance of events and experiences, account for and
sustain views clearly by providing relevant explanations and arguments.
Understanding a native speaker
an interlocutor
C2 Can understand any native-speaker
interlocutor, even on abstract and complex topics of a specialist nature
beyond their own eld, given an opportunity to adjust to a non-standard
less familiar variety accent or
dialect.
Conversation
B2 Can sustain relationships with users of the target language native speakers
without unintentionally
amusing or irritating them or requiring them to behave other than they would with another native
procient speaker/signer.
Informal discussion (with friends)
B2+ Can keep up with an animated discussion between native
speakers/signers of the target language.
B2 Can with some eort catch much of what is said around them in discussion, but may nd it dicult to
participate eectively in discussion with several native
speakers/signers of the target language who do not
modify their language in any way.
Formal discussion (meetings)
C2 Can hold their own in formal discussion of complex issues, putting forward an articulate and persuasive
argument, at no disadvantage to native
speakers other participants.
Interviewing and being interviewed
C2 Can keep up their side of the dialogue extremely well, structuring the talk and interacting authoritatively
with complete
eortless uency as interviewer or interviewee, at no disadvantage to native speakers. other
participants.
Sociolinguistic appropriateness
C2 Can mediate eectively and naturally between speakers/signers of the target language and of their own
community of origin
, taking account of sociocultural and sociolinguistic dierences.
C2 Appreciates fully
virtually all the sociolinguistic and sociocultural implications of language used by native
procient speakers/signers of the target language and can react accordingly.
B2 Can sustain relationships with users of the target language native speakers
without unintentionally
amusing or irritating them or requiring them to behave other than they would with another native
procient speaker.
Spoken
Fluency
B2 Can interact with a degree of uency and spontaneity that makes regular interaction with users of the
target language native speakers
quite possible without imposing strain on either party.
Page 259
Appendix 8
SUPPLEMENTARY DESCRIPTORS
The descriptors in this appendix were also developed, validated and calibrated in the project to develop
descriptors for mediation. They have been excluded from the extended illustrative descriptors for one of three
reasons: because of redundancy, because it had not been possible to develop descriptors for a sucient range
of levels, or because of comments in the consultation phases. They will be added to the bank of supplementary
descriptors on the Council of Europe website.
SCALES
Interpreting
Note: As in any case in which mediation across languages is involved, users may wish to complete the descriptor by
specifying the languages concerned, as in this example for a C2 descriptor:
Can provide almost completely accurate simultaneous or consecutive interpretation into French of complex, formal
discourse in German, conveying the meaning of the speaker faithfully and reecting the style, register and cultural context
without omissions or additions.
C2
Can provide almost completely accurate simultaneous or consecutive interpretation of complex, formal
discourse, conveying the meaning of the speaker faithfully and reecting the style, register and cultural
context without omissions or additions.
Can, in informal situations, provide simultaneous or consecutive interpretation in clear, uent, well-
structured language on a wide range of general and specialised topics, conveying style, register and ner
shades of meaning precisely.
Can provide simultaneous or consecutive interpretation, coping with unpredictable complications,
conveying many nuances and cultural allusions on top of the main message, though expression may not
always reect the appropriate conventions.
C1
Can provide consecutive interpretation uently on a wide range of subjects of personal, academic and
professional interest, passing on signicant information clearly and concisely.
B2
Can mediate during an interview, conveying complex information, drawing the attention of both sides to
background information, and posing clarication and follow-up questions as necessary.
Can provide consecutive interpretation of a welcome address, anecdote or presentation in their eld,
provided the speaker stops frequently to allow time for them to do so.
Can provide consecutive interpretation on subjects of general interest and/or within their eld, passing on
important statements and viewpoints, provided the speaker stops frequently to allow them to do so, and
gives clarications if necessary.
Can, during an interview, interpret and convey detailed information reliably and provide supporting
information, although they may search for expressions and will sometimes need to ask for clarication of
certain formulations.
B1
Can, during an interview, interpret and convey straightforward factual information, provided they can
prepare beforehand and that the speakers articulate clearly in everyday language.
Can interpret informally on subjects of personal or current interest, provided the speakers articulate
clearly in standard language and that they can ask for clarication and pause to plan how to express
things.
Page 260 3 CEFR – Companion volume
A2
Can interpret informally in everyday situations, conveying the essential information, provided the
speakers articulate clearly in standard language and that they can ask for repetition and clarication.
Can interpret informally in predictable everyday situations, passing back and forth information about
personal wants and needs, provided the speakers help with formulation.
Can interpret simply in an interview, conveying straightforward information on familiar topics, provided
they can prepare beforehand and that the speakers articulate clearly.
Can indicate in a simple fashion that somebody else might be able to help in interpreting.
A1
Can communicate with simple words and gestures what basic needs a third party has in a particular
situation.
Pre-A1
No descriptors available
Phonological control: sound recognition
C2 Can consciously incorporate relevant features of regional and sociolinguistic varieties of pronunciation
appropriately.
C1 Can recognise features of regional and sociolinguistic varieties of pronunciation and consciously
incorporate the most prominent in their speech.
B2 Can recognise common words when pronounced in a dierent regional variety from the one(s) they are
accustomed to.
B1 Can recognise when their comprehension diculty is caused by a regional variety of pronunciation.
INDIVIDUAL DESCRIPTORS
Online conversation and discussion
C2 Can use with precision colloquialisms, humorous language, idiomatic abbreviations and/or specialised
register to enhance the impact of comments made in an online discussion.
C1 Can express their ideas and opinions with precision in an online discussion on a complex subject
or specialised topic related to their eld, presenting and responding to complex lines of argument
convincingly.
Can critically evaluate online comments and express negative reactions diplomatically.
B2+ Can exploit dierent online environments to initiate and maintain relationships, using language uently to
share experiences and develop the interaction by asking appropriate questions.
B2 Can develop an argument in an online discussion giving reasons for or against a particular point of view,
though some contributions may appear repetitive.
Can express degrees of emotion in personal online postings, highlighting the personal signicance of
events and experiences and responding exibly to further comments.
Can repair possible misunderstandings in an online discussion with an appropriate response.
B1 Can initiate, maintain and close simple online conversations on topics that are familiar to them, though
with some pauses for real-time responses.
A2 Can post online how they are feeling or what they are doing, using formulaic expressions, and respond to
further comments with simple thanks or apology.
Pre-
A1
Can establish basic social contact online by using the simplest everyday polite forms of greetings and
farewells.
Supplementary descriptors Page 261
Goal-oriented online transactions and collaboration
C1 Can deal eectively with communication problems and cultural issues that arise in online collaborative or
transactional exchanges, by adjusting their register appropriately.
A2+ Can exchange basic information with a supportive interlocutor online in order to address a problem or
simple shared task.
Establishing a positive atmosphere
B2 Can establish a supportive environment for sharing ideas and practice by providing clear explanations and
encouraging people to explore and discuss the issue they are encountering, relating it to their experience.
Can use humour appropriate to the situation (e.g. an anecdote, a joking or light-hearted comment) in order
to create a positive atmosphere or to redirect attention.
Can create a positive atmosphere and encourage participation by giving both practical and emotional
support.
B1 Can create a positive atmosphere by the way they greet and welcome people and ask a series of questions
that demonstrate interest.
Processing text in speech or sign
C1 Can summarise clearly and uently in well-structured language the signicant ideas presented in complex
texts, whether or not they relate to their own elds of interest or specialisation.
Can summarise in clear, uent, well-structured speech the information and arguments contained in
complex, spoken or written texts on a wide range of general and specialised topics.
B2+ Can clarify the implicit opinions and purposes of speakers, including attitudes.
B1+ Can summarise and comment on factual information within their eld of interest.
Processing text in writing
B1 Can summarise in writing the main points made in straightforward informational texts regarding subjects
that are of personal or current interest.
Can summarise in writing the main points made in spoken or written informational texts regarding
subjects of personal interest, using simple formulations and the help of a dictionary to do so.
Visually representing information
B2 Can make abstract concepts accessible by visually representing them (in mind maps, tables, ow charts,
etc.), facilitating understanding by highlighting and explaining the relationship between ideas.
Can represent information visually (with graphic organisers like mind maps, tables, ow charts, etc.) to
make both the key concepts and the relationship between them (e.g. problem–solution, compare-contrast)
more accessible.
Can, from a text, produce a graphic to present the main ideas in it (a mind map, pie chart, etc.) in order to
help people understand the concepts involved.
Can make the key points of abstract concepts more accessible by representing information visually (in
mind maps, tables, ow charts, etc.).
Can visually represent a concept or a process in order to make relations between information explicit (e.g.
in ow charts, tables showing cause–eect, problem–solution).
B1 Can communicate the essential points of a concept or the main steps in a straightforward procedure by
using a drawing or graphic organiser.
Can represent straightforward information clearly with a graphic organiser (e.g. a PowerPoint slide
contrasting before/after, advantages/disadvantages, problem/solution).
Can create a drawing or diagram to illustrate a simple text written in high frequency language.
Page 262 3 CEFR – Companion volume
Expressing a personal response to creative texts (including literature)
A2+ Can select simple passages they particularly like from a work of literature to use as quotes.
A2 Can explain in simple sentences how a work of literature made them feel.
Analysis and criticism of creative texts (including literature)
C2 Can analyse complex works of literature, identifying meanings, opinions and implicit attitudes.
C1 Can explain the eect of rhetorical/literary devices on the reader, e.g. the way in which the author changes
style in order to convey dierent moods.
Facilitating collaborative interaction
B2+ Can invite participation, introduce issues and manage contributions on matters within their academic or
professional competence.
B2+ Can keep a record of ideas and decisions in group work, discuss these with the group and structure a
report back to a plenary.
B2 Can intervene to support collaborative problem solving initiated by another person.
Collaborating to construct meaning
B2+ Can synthesise the key points towards the end of a discussion.
Managing interaction
B2+ Can intervene to address problems in a group and to prevent the marginalisation of any participant.
B2 Can give clear instructions to organise pair and small group work and conclude them with summary
reports in a plenary.
Encouraging conceptual talk
B2+ Can monitor performance non-intrusively and eectively, taking notes and later providing clear feedback.
Can monitor group work, drawing attention to the characteristics of good work and encouraging peer
evaluation.
Can monitor a small group discussion to ensure that ideas are not only exchanged but are used to build a
line of argument or enquiry.
B2 Can present information and instruct people to use it independently to try and solve problems.
Facilitating pluricultural space
C1 Can recognise dierent communication conventions and their eect on discourse processes, adjust
the way they speak accordingly, and help to establish related “rules” to support eective intercultural
communication.
Can interact exibly and eectively in situations in which intercultural issues need to be acknowledged
and tasks need to be completed together, by exploiting their capacity to belong to the group(s) while
maintaining balance and distance.
Supplementary descriptors Page 263
B2+ Can project themselves empathetically into another person’s perspective and ways of thinking and feeling
so as to respond appropriately with both words and actions.
B2 Can establish a relationship with members of other cultures, showing interest and empathy through
questioning, expressions of agreement and identication of emotional and practical needs.
Can encourage discussion without being dominant, expressing understanding and appreciation of
dierent ideas, feelings and viewpoints, and inviting participants to contribute and react to each other’s
ideas.
Can help create a shared understanding based on their appreciation of the use of direct/indirect and
explicit/implicit communication.
Facilitating communication in delicate situations and disagreements
B2+ Can facilitate discussion of delicate situations or disagreements by outlining the essential issues that need
resolving.
Can formulate open-ended, neutral questions to obtain information about sensitive issues while
minimising embarrassment or oence.
Can use repetition and paraphrase to demonstrate detailed understanding of each party’s requirements for
an agreement.
Can explain the background to a delicate situation or disagreement by repeating and summarising
statements made.
Can clarify interests and objectives in a negotiation with open-ended questions that convey a neutral
atmosphere.
Can facilitate discussion of a disagreement by explaining the origins of the problem, reporting respective
lines of argument, outlining the essential issues that need resolving, and identifying points in common.
Can help the parties in disagreement to consider dierent possible solutions by weighing the advantages
and disadvantages of each solution.
Can evaluate the position of one party in a disagreement and invite them to reconsider an issue, relating
their argumentation to that party’s stated aim.
B2 Can summarise the essentials of what has been agreed.
Linking to previous knowledge
B2 Can raise people’s awareness of how something builds on their existing knowledge by providing and
explaining visual representations (e.g. diagram/chart, tables, ow charts).
Can explain clearly how something that will be introduced builds on what people probably already know.
Breaking down complicated information
C1 Can make a complex issue more comprehensible by building up the chain of steps or line of argument, and
by recapitulating at key points.
Adapting language
C1 Can make information in a complex written text (e.g. a scientic article) more accessible by presenting the
content in a dierent genre and register.
B2+ Can adapt articulation, sentence stress, intonation, speed and volume in order to structure content,
highlight important aspects and mark transitions from one topic to another.
Can make dicult concepts in a complex spoken or written text more comprehensible through
paraphrase.
B1+ Can use paraphrase to explain the content of a spoken or written text on a familiar topic in a simplied,
more concrete form.
Page 264 3 CEFR – Companion volume
Amplifying a dense text
B2 Can support understanding of unfamiliar language in a text by providing additional examples that contain
similar language.
Streamlining a text
C1 Can rewrite a complex source text, reorganising it in order to focus on the points of most relevance to the
target audience.
B2 Can distil the relevant information from dierent parts of the source text in order to guide the recipient to
understanding the essential points.
Can distil information from dierent parts of the source text in order to make accessible contrasting
information and arguments contained in it.
Can eliminate repetition and digressions in a text in order to make the essential message accessible.
Building on pluricultural repertoire
C2 Can eectively employ, both in person and in writing, a wide variety of sophisticated communicative
strategies to command, argue, persuade, dissuade, negotiate, counsel and show empathy in a culturally
appropriate manner.
B2+ Can exploit their awareness of similarities and dierences between cultures for successful intercultural
communication in both personal and professional domains.
B2+ Can engage appropriately in communication, following the main verbal and non-verbal conventions and
rituals appropriate to the context, coping with most diculties that occur.
B2 Can recognise cultural stereotypes – favourable and discriminatory – and describe how they inuence their
own or another’s behaviour.
Can analyse and explain the balance that they personally maintain in the adjustment process between
acculturation and preserving their own culture(s).
Can adapt their behaviour and verbal expression to new cultural environments, avoiding behaviours that
they are aware may be viewed as impolite.
Can explain their interpretation of culturally specic opinions, practices, beliefs and values, pointing out
similarities and dierences to their own and other cultures.
B2 Can comment on cultural dierences, comparing them in depth with their own experience and traditions.
Can interact eectively in a situation in which intercultural issues need to be acknowledged in order to
solve a task co-operatively.
Can enquire about relevant cultural norms and practices while collaborating in an intercultural encounter
and then apply the knowledge gained under the constraints of real-time interaction.
Plurilingual comprehension
A2
Can exploit easily identiable vocabulary (e.g. international expressions, words with roots common to
dierent languages – like “bank” or “music”) in order to form a hypothesis as to the meaning of a text.
Building on plurilingual repertoire
C2
Can borrow metaphors and other gures of speech from other languages in their plurilingual repertoire for
rhetorical eect, elaborating, reformulating and explaining them as necessary.
C1
Can tell a joke from a dierent language, keeping the punch line in the original language, because the joke
depends on it and explaining the joke to those recipients who do not understand it.
Supplementary descriptors Page 265
B2 Can follow a conversation happening around them in a language or languages in which they have
receptive competence, and express their contribution in a language that is understood by one or more of the
interlocutors.
Can support understanding and the development of ideas in multilingual group work in which participants
are using dierent languages in their plurilingual repertoire exibly.
Can manage interaction in two or more languages in their plurilingual repertoire in order to keep a discussion
or a task moving, encouraging people to use their languages exibly.
Can engage a multilingual group in an activity and encourage contributions in dierent languages by
narrating a story/incident in one language in their plurilingual repertoire and then explaining it in another.
Can exploit, and explain if necessary, an expression from another language in their plurilingual repertoire for
a concept for which such a suitable expression seems not to exist in the language being used.
B1
Can use an apt word from another language that the interlocutor speaks, when they cannot think of an
adequate expression in the language being spoken.
SIGN LANGUAGE COMPETENCES
Sign language repertoire
C2 Can describe a phenomenon, e.g. a UFO, in a creative, abstract manner.
C1 Can create original, artistic signing, going beyond known vocabulary.
B2+ Can describe dierent aspects of objects and events with precision.
Can explain precisely the consequences that a decision will have.
B2 Can sign indirect messages (indirect questions, requests, wishes and demands).
Can summarise a proposition (e.g. being put to a vote), formulating it more simply with the relevant
vocabulary.
Can express clearly and precisely what they want, despite any vocabulary limitations.
Can modify signs manually and non-manually.
B1+ Can use comparison to characterise people and objects.
Knows specic signing expressions connected with sign language culture.
Can discuss the advantages and disadvantages of an issue.
B1 Can imitate the behaviour of living beings (people, animals) using constructed action.
Can describe in simple sentences the places they visited (e.g. on a holiday).
Can circumscribe concepts with paraphrases, without knowing the proper signs for the concepts
concerned.
A2+ Can explain something comprehensibly.
A2 Can understand a simple signed text despite a limited vocabulary.
Can indicate animals with lexical signs.
Can correctly perform newly created signs, e.g. for persons or colours.
A1
Can understand commonplace expressions in a dialogue (e.g., greetings or thanks).
Can understand the lexical signs for months, days, numbers and times.
Can understand greetings in sign language.
Can understand lexicalised signs for animals.
Can follow simple instructions, explanations and statements of reasons.
Can employ simple mouthings appropriate to the context.
Page 266 3 CEFR – Companion volume
Diagrammatical accuracy
C1 Can indicate the movement of objects/living things (e.g. the gait of dierent animals).
B2+ Can express comparisons (the same as ..., dierent to ...).
B1+ Can form the plural with productive signs.
B1 Can use dierent ways of expressing negation.
A1 Can understand simple statements.
Sociolinguistic appropriateness and cultural repertoire
C1
Can assign a statement to a sociocultural register.
Can understand the designations for important laws, institutions and deaf organisations (e.g., WFDYS,
EFSLI).
B2+
Can explain the local sociocultural habits and rules, e.g. the procedure followed in elections.
Can designate people who are important for deaf communities and sign language (regionally and
internationally).
Can make (indirect) reference to important dates, persons and institutions in their country.
B1+ Can discreetly refer to people who are present by, for example, using a smaller signing space or by holding
a hand in front of the index nger so that it is not apparent to whom the nger is pointing.
Can indicate the institutions, laws and regulations that are important for sign language in their country.
B1 Knows the names of relevant government departments and political parties in their country.
Knows the organisations that are most important for deaf people (e.g. national council for the deaf,
associations).
Knows the national sign language situation, e.g. for Switzerland: 3 sign languages; 5 dialects of Swiss-
German Sign Language (DSGS).
Sign text structure
B2+ Can tell a story from beginning to end, without leaving out parts of it.
Can, when describing something, comply with canonical order in spatial placement (e.g. naming large
immoveable objects before small immoveable objects, and introducing moving objects after static
objects).
B2 Can produce a text with a clear line of development.
Can relate, for example, the plot of a lm, a picture story, a narrative.
Can deliver sucient important information in adequate measure and leave to one side elements that are
not important.
Can link given signs uently into a short coherent text.
Can contrast and account for the opinions of others.
B1+ Can use personal experiences as examples in order to support an argument.
B1 Can, when describing a person, a character, or an animal, list visible characteristics in the correct order (e.g.
from head to toe).
Can answer key questions on a text clearly.
Supplementary descriptors Page 267
Setting and perspectives
Above
C2
Can employ a variety of dierent signing forms and techniques in an artistic way.
C1 Can associate events with particular feelings that the immediate environment induces (e.g. sunrise with
the feeling of happiness).
B2 Can persuade people, e.g. to register for an event.
B1+ Can establish the necessary conditions for a text (lighting, background, atmosphere of the room).
A2 Can convey emotions by non-manual means.
Language awareness and interpretation
C2 Can distinguish between and assess dierent types of justication, e.g., logical, moral, pragmatic.
Can recognise when the signer exaggerates individual aspects of a topic in order to achieve a particular
eect.
Can understand artistic representations of thoughts and feelings.
C1
Can pick up specic vocabulary on the subject through the context.
Can grasp the main ideas of a complex text, even if some gaps in understanding of particular details
remain.
Can judge whether a text has the necessary elements of tension to enable one to become immersed in
the action.
Can judge the stylistic sophistication of texts.
Can grasp and explain the content and intended emotional eect of a text.
B2+
Can distinguish facts from opinions.
Can explain why a text is gripping.
B2 Can identify a person or character by interpreting the personality traits or behaviour mimicked or
indicated by the signer (e.g., that a timid person tends to look away, that an outgoing individual comes up
and says hello).
Can distinguish between a description of other people’s opinions and the personal opinion of the
producer of the text.
Can extract key information from a report and order it chronologically.
B1+
Can understand and state the interlocutor’s opinion on a subject.
Can form their own opinion about a text.
Processing speed
C2 Can quickly extract relevant details even from longer signed texts.
Page 269
Appendix 9
SOURCES FOR NEW DESCRIPTORS
Abbe A., Gulick L. M. V. and Herman J. L. (2007), Cross-cultural competence in army leaders: a conceptual and empirical foundation,
United States Army Research Institute for the Behavioral and Social Sciences, Arlington, VA, available at www.dtic.mil/docs/
citations/ADA476072, accessed 9 September 2019.
Alberta Teachers of English as a Second Language (2005), Section 7. Intercultural Communicative Competence. ATESL Adult ESL
Curriculum Framework, Alberta Teachers of English as a Second Language, Figure 2, Adapted Intercultural Knowledge and
Skills Strand of the Massachusetts Curriculum Framework, available at www.atesl.ca/resources/resource-library/, accessed
9 September 2019.
Alexander R. (2008), “Culture, dialogue and learning: an emerging pedagogy”, in Mercer N. and Hodgkinson S. (eds), Exploring
talk in schools, Sage, London, pp. 91-114.
ALTE Can Do Statements 2001, Appendix D in the CEFR 2001, available at www.coe.int/en/web/common-european-framework-
reference-languages, accessed 9 September 2019.
Association of American Colleges and Universities, Intercultural Knowledge and Competence Value Rubric, available at www.
aacu.org/value/rubrics/intercultural-knowledge, accessed 9 September 2019.
Barrett M. (2013), “Intercultural competence: a distinctive hallmark of interculturalism?”, in Barrett M. (ed.), Interculturalism
and multiculturalism: similarities and dierences, Council of Europe Publishing, Strasbourg, pp. 147-68.
Barrett M. (2014), “Competences for democratic culture and intercultural dialogue (CDCID)”, 3rd meeting of the Ad hoc group
of experts, Strasbourg, Council of Europe, 16 and 17 June, Phase One of CDCID: Collation of Existing Competence Schemes,
CDCID 3/2014 – Doc.4.0.
Barrett M. et al. (2014), Developing intercultural competence through education, Pestalozzi Series No.3, Council of Europe
Publishing, Strasbourg, available at https://rm.coe.int/16808ce258, accessed 9 September 2019.
Beacco J.-C., Porquier R. and Bouquet S. (2004), Niveau B2 pour le français: Un référentiel, Didier, Paris.
Beacco J.-C. et al. (2006), Niveau A1.1 pour le français/référentiel DILF livre, Didier, Paris.
BULATS Summary of typical candidate abilities (global scale), available at www.englishtest.it/wp-content/uploads/2015/05/
Cambridge_English_BULATS_Sample_Certicate.pdf, accessed 9 September 2019.
Byram M. (1997), Teaching and assessing intercultural communicative competence, Multilingual Matters, Clevedon, Somerset.
Cambridge Assessment Scales for Speaking: see www.cambridgeenglish.org/exams-and-tests/cambridge-english-scale/,
accessed 9 September 2019.
Cambridge Common Scale for Writing: Overall Writing Scales, available in, for example Cambridge English Business Certicates.
Handbook for teachers for exams from 2016, available at www.cambridgeenglish.org/images/business-english-certicates-
handbook-for-teachers.pdf, accessed 9 September 2019.
Cambridge Overall Speaking Scales.
Cambridge Overall Writing Scales.
CARAP/FREPA, A Framework of Reference for Pluralistic Approaches to Languages and Cultures, available at http://carap.ecml.at,
accessed 9 September 2019.
CEFR-J project for Japanese secondary school learners of English, 2011: for an update, see http://events.cambridgeenglish.
org/alte-2014/docs/presentations/alte2014-masashi-negishi.pdf, accessed 9 September 2019; see also Negishi, Takada and
Tono (2013).
Page 270 3 CEFR – Companion volume
Center for Applied Linguistics, Washington DC: Descriptors from translation collected in 1992 and included in the bank of
descriptors for the CEFR descriptor research, but never used.
Center für berufsbezogenen Sprachen, das Sprachen-Kompetenzzentrum der Sektion Berufsbildung des BMBF, Vienna.
CERCLES Portfolio descriptors, included in Lenz P. and Schneider G. (2004), “A bank of descriptors for self-assessment in
European Language”, available at www.coe.int/en/web/common-european-framework-reference-languages/bank-of-
supplementary-descriptors, accessed 9 September 2019.
Common European Framework of Reference for Sign Languages: development of descriptors for Swiss-German Sign
Language. Swiss National Science Foundation research project. ZHAW: Zurich University of Applied Sciences, School of
Applied Linguistics, Institute of Language Competence.
Corcoll López C. and González-Davies M. (2016), “Switching codes in the plurilingual classroom”, ELT Journal No. 70, 1 January
2016, pp. 67-77.
Council of Europe, Autobiography of intercultural encounters, available at www.coe.int/lang-autobiography, accessed 9
September 2019.
Creese A. and Blackledge A. (2010), “Translanguaging in the bilingual classroom: a pedagogy for learning and teaching?”,
Modern Language Journal Vol. 94, No. I, pp. 103-15.
Dunbar S. (1992), “Integrating language and content: a case study”, TESL Canada Journal Vol. 10, No. 1, pp. 62-70.
Eaquals (2008), Eaquals can do SIP: Eaquals/ALTE Portfolio Descriptor revision, available at www.coe.int/en/web/common-
european-framework-reference-languages/bank-of-supplementary-descriptors, accessed 9 September 2019.
ELTDU (1976), “Stages of attainment scale”, English Language Development Unit, Oxford University Press, Oxford.
Eurocentres adaptation of ELTDU scale: see www.eurocentres.com, accessed 9 September 2019.
European Language Portfolio Serial No. 1 (Prototype based closely on CEFR/Swiss project descriptors), see: www.coe.int/en/
web/portfolio, accessed 9 September 2019.
European Proling Grid, EPG Project, available at www.epg-project.eu, accessed 9 September 2019.
Fantini A. and Tirmizi A. (2006), “Exploring and assessing intercultural competence”, World Learning Publications, Paper 1,
http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1001&context=worldlearning_publications, accessed 17 July 2018.
Federal Bureau of Investigation, Washington DC, Descriptors from translation collected in 1992 and included in the bank of
descriptors for the CEFR descriptor research, but never used.
Frau-Meigs D. (2007), “General Rapporteur’s report on the workshop on ‘Media literacy and human rights: education for
sustainable democratic societies’”, Graz, Austria, 5 to 7 December 2007.
GCSE: UK General Certicate of Secondary Education, assessment criteria for English.
Glaboniat M. et al. (2005), Prole deutsch A1 – C2. Lernzielbestimmungen, Kannbeschreibungen, Kommunikative Mittel,
Langenscheidt, Munich.
Gollob R., Krapf P. and Weidinger W. (eds) (2010), Educating for democracy: background materials on democratic citizenship and
human rights education for teachers, Council of Europe Publishing, Strasbourg, available at https://rm.coe.int/16802f727b,
accessed 9 September 2019.
Green A. (2012a), Language functions revisited: theoretical and empirical bases for language construct denition across the ability
range, English Prole Studies, Volume 2, UCLES/Cambridge University Press, Cambridge.
Green A. (2012b), “Performance conditions added to descriptors”, appendix to Language functions revisited: theoretical and
empirical bases for language construct denition across the ability range. English Prole Studies, Volume 2, UCLES/Cambridge
University Press, Cambridge.
Grindal K. (1997), EDC: Basic Concepts and Core Competences: The approach in Norway, Council of Europe Publishing, Strasbourg.
GSE (Global Scale of English: Pearson), available at www.pearson.com/english/about/gse/learning-objectives.html, accessed
9 September 2019.
Hardman F. (2008), “Teachers’ use of feedback in whole-class and group-based talk”, in Mercer N. and Hodgkinson S. (eds),
Exploring talk in schools, Sage, London, pp. 131-50.
HarmoS: EDK (Schweizerischer Konferenz der Kantonalen Erziehungsdirektoren) (2008), Projekt Bildungsstandards HarmoS:
Vorschläge für Basisstandards Fremdsprachen, available at www.edk.ch/dyn/11659.php, accessed 9 September 2019.
Sources for new descriptors Page 271
Himmelmann G. (2003), Zukunft, Fachidentität und Standards der politischen Bildung, Institut für Sozialwissenschaften, TU
Braunschweig, Braunschweig [unpublished, summarised in Byram, 2008, From foreign language education to education for
intercultural citizenship, Multilingual Matters, Toronto].
Hodel H., Pädagogischer Hochschule Luzern: Descriptors for Literature 2007. Descriptors for Literature 2013 (Personal
communication: work in progress in HarmoS-related national project on objectives for school years).
Huber J., Mompoint-Gaillard P. and Lázár I. (eds) (2014), TASKs for democracy: developing competences for sustainable democratic
societies, Council of Europe Publishing, Strasbourg.
INCA Project (2004), Intercultural Competence Assessment, INCA Assessor Manual, available at ec.europa.eu/migrant-integration/
librarydoc/the-inca-project-intercultural-competence-assessment, accessed 9 September 2019.
Interagency Language Roundtable, Scale of Prociency, available at www.govtilr.org, accessed 9 September 2019.
Jørgensen J. N. et al. (2011), “Polylanguaging in superdiversity”, Diversities Vol. 13, No. 2, pp. 22-37, available at www.unesco.
org/shs/diversities/vol13/issue2/art2, accessed 9 September 2019.
Karwacka-Vögele K. (2012), “Towards indicators for intercultural understanding”, in Huber J. (ed.), Intercultural competence for
all: preparation for living in a heterogeneous world, Council of Europe Publishing, Strasbourg, pp. 51-60.
King J. and Chetty R. (2014), “Codeswitching: linguistic and literacy understanding of teaching dilemmas in multilingual
classrooms”, Linguistics and Education Vol. 25, pp. 40-50.
Koch L. [co-author of Swiss ELP 2000 (CH-2000)], Proposed additional descriptors for reading in a secondary school context
(unpublished).
Lázár I. et al. (eds), Developing and assessing intercultural communicative competence. A guide for language teachers and
teacher educators, Council of Europe Publishing, Strasbourg/Graz, available at http://archive.ecml.at/mtp2/publications/
B1_ICCinTE_E_internet.pdf, accessed 9 September 2019.
Lenz P. and Berthele R. (2010), “Assessment in plurilingual and intercultural education”, Satellite Study No. 2 accompanying
Beacco J.-C. et al. (2016a), Guide for the development and implementation of curricula for plurilingual and intercultural education,
Language Policy Unit, Council of Europe, Strasbourg, available at https://rm.coe.int/16805a1e55, accessed 9 September 2019.
59
Lewis G., Jones B. and Baker C. (2012), “Translanguaging: developing its conceptualisation and contextualisation”, Educational
Research and Evaluation Vol. 18, No. 7, pp. 655-70.
LICI Project, Handbook: language in content instruction, available at www.yumpu.com/en/document/view/17817415/
language-in-content-instruction-lici-project, accessed 9 September 2019.
Lingualevel/IEF (Swiss) project for 13-15 year olds, 2009, available at www.lingualevel.ch, accessed 9 September 2019.
Lüdi G. (2014), “Dynamics and management of linguistic diversity in companies and institutes of higher education: results
from the DYLAN project”, in Gromes P. and Hu A. (eds), Plurilingual Education: policies – practices – language development,
Studies on Linguistic Diversity 3, John Benjamins, Hamburg, pp. 113-18.
Mercer N. and Dawes L. (2008), “The value of exploratory talk”, in Mercer N. and Hodgkinson S. (eds), Exploring talk in schools,
Sage, London, pp. 55-72.
MIRIADI Project, Skills reference data on multilingual communication in intercomprehension, available at www.miriadi.net/
en/printpdf/book/export/html/746, accessed 9 September 2019.
National Institute for Dispute Resolution (1995), “Performance-based assessment: a methodology, for use in selecting,
training and evaluating mediators”, Washington DC, available at www.convenor.com/uploads/2/3/4/8/23485882/method.
pdf, accessed 9 September 2019.
Negishi M., Takada T. and Tono Y. (2013), “A progress report on the development of the CEFR-J”, in Galaczi E. D. and Weir C.
J. (2013) (eds), Exploring Language Frameworks: proceedings of the ALTE Kraków Conference, July 2011, Studies in Language
Testing Series No. 36, Cambridge University Press, Cambridge, pp. 135-63.
Neuner G. (2012), “The dimensions of intercultural education”, in Huber J. (ed.), Intercultural competence for all: preparation
for living in a heterogeneous world, Pestalozzi Series No. 2, Council of Europe Publishing, Strasbourg, pp. 11-49, available at
https://rm.coe.int/16808ce20c, accessed 9 September 2019.
59. The document was prepared for the Policy Forum “The right of learners to quality and equity in education – The role of linguistic and
intercultural competence”, which took place in Geneva, Switzerland from 2 to 4 November 2010.
Page 272 3 CEFR – Companion volume
Newby D. et al. (2006), “European Portfolio for Student Teachers of Languages”, EPOSTL, European Centre for Modern
Languages, Council of Europe Publishing, Strasbourg, available at www.ecml.at/tabid/277/PublicationID/16/Default.aspx,
accessed 9 September 2019.
North-South Centre of the Council of Europe (2012), “Global education guidelines. A handbook for educators to understand
and implement global education”, North-South Centre of the Council of Europe, Lisbon, available at https://rm.coe.
int/168070eb85, accessed 9 September 2019.
Oatley K. (1994), “A taxonomy of the emotions of literary response and a theory of identication in ctional narrative”, Poetics
Vol. 23, pp. 53-74.
OECD (2005), “The denition and selection of key competencies. Executive summary”, Organisation for Economic Co-operation
and Development/DeSeCo, Paris, available at www.oecd.org/pisa/35070367.pdf, accessed 9 September 2019.
Pierce K. M. and Gilles C. (2008), “From exploratory talk to critical conversations”, in Mercer N. and Hodgkinson S. (eds), Exploring
talk in schools, Sage, London, pp. 37-54.
Purves A. C. (1971), “The evaluation of learning in literature”, in Bloom B. S., Hastings J. T. and G. F Madaus (eds), Handbook of
formative and summative evaluation of student learning, McGraw-Hill, New York, pp. 699-766.
Research Centre for Language Teaching, Testing and Assessment, National and Kapodistrian University of Athens, Mediation
descriptors related to the mediation tasks in the Greek KPG examinations.
Schneider G., North B. and Koch L. (2000), A European Language Portfolio, Berner Lehrmittel und Medienverlag, Berne.
Takala S. (unpublished), AMMKIA: Finnish Project.
Thompson S., Hillman K. and De Bortoli L. (2013), A Teacher’s Guide to PISA Reading Literacy, ACER, Melbourne, available at
www.acer.org/les/PISA_Thematic_Report_-_Reading_-_web.pdf, accessed 9 September 2019.
Trim J. L. M, “C1 Level Can Do Specications for Prole Deutsch”, Appendix A, in Green A. (2012), Language functions revisited:
theoretical and empirical bases for language construct denition across the ability range, English Prole Studies, Volume 2,
UCLES/Cambridge University Press, Cambridge.
Tuning Educational Structures in Europe (n.d.-a), Approaches to teaching, learning and assessment in competences based degree
programmes, available at http://tuningacademy.org/?lang=en, accessed 9 September 2019.
Tuning Educational Structures in Europe (n.d.-b), Generic competences, available at http://tuningacademy.org/?lang=en,
accessed 9 September 2019.
Tuning Educational Structures in Europe (n.d.-c), Education – Specic competences, available at http://tuningacademy.
org/?lang=en, accessed 9 September 2019.
Vacca J. S. (2008), “Using scaolding techniques to teach a social studies lesson about Buddha to sixth graders”, Journal of
Adolescent and Adult Literacy Vol. 51, No. 8, pp. 652-8.
Vollmer H. and Thürmann E. (2016), “Language sensitive teaching of so-called non-language subjects: a checklist”, in Beacco
J.-C. et al. (eds), A handbook for curriculum development and teacher training – The language dimension in all subjects, Council
of Europe Publishing, Strasbourg.
60
Walqui A. (2006), “Scaolding instruction for English language learners: a conceptual framework”, International Journal of
Bilingual Education and Bilingualism Vol. 9, No. 2, pp. 159-80.
Webb N. (2009), “The teacher’s role in promoting collaborative dialogue in the classroom”, British Journal of Educational
Psychology Vol. 78, No. 1, pp. 1-28.
Zwiers J. (2008), Building academic language, Jossey-Bass, San Francisco.
60. . An extended version of this checklist has been published in German: Thürmann, Eike and Vollmer, Helmut Johannes (2012),
“Schulsprache und Sprachsensibler Fachunterricht: Eine Checkliste mit Erläuterungen”, in Röhner C. and Hövelbrinks B. (eds),
Fachbezogene Sprachförderung in Deutsch als Zweitsprache, Juventa, Weinheim, pp. 212-33.
Page 273
Appendix 10
ONLINE RESOURCES
ALTE (2011), “Manual for language test development and examining – For use with the CEFR”, Language Policy
Division, Council of Europe, Strasbourg, available at https://rm.coe.int/1680667a2b, accessed 9 September 2019
.
Bank of supplementary descriptors, available at www.coe.int/en/web/common-european-framework-reference-languages/
bank-of-supplementary-descriptors, accessed 9 September 2019.
Barrett M. et al. (2016), Competences for democratic culture: living together as equals in culturally diverse democratic societies,
Council of Europe Publishing, Strasbourg, available at https://rm.coe.int/16806ccc07, accessed 10 December 2019.
Beacco J.-C. et al. (2016a), Guide for the development and implementation of curricula for plurilingual and intercultural education,
Council of Europe Publishing, Strasbourg, available at https://rm.coe.int/16806ae621, accessed 9 September 2019.
Beacco J.-C. et al. (2016b), A Handbook for Curriculum Development and Teacher Training: the language dimension in all subjects,
Council of Europe Publishing, Strasbourg, available at https://rm.coe.int/16806af387, accessed 9 September 2019.
Beacco J.-C. and Byram M. (2007), From Linguistic Diversity to Plurilingual Education: guide for the development of language
education policies in Europe, Language Policy Division, Council of Europe, available at https://rm.coe.int/16802fc1c4, accessed
9 September 2019.
CEFR QualiMatrix, A quality assurance matrix for CEFR use, available at
www.ecml.at/CEFRqualitymatrix, accessed 9 September 2019.
CEFTrain (Common European Framework of Reference for Languages in Teacher Training): www.helsinki./project/ceftrain/
index.php.35.html, accessed 9 September 2019.
Competences for Democratic Culture: available at www.coe.int/competences, accessed 9 September 2019.
Coste D. and Cavalli M. (2015) Education, Mobility, Otherness – the mediation functions of schools, Language Policy Unit, Council
of Europe, Strasbourg, available at https://rm.coe.int/16807367ee, accessed 9 September 2019.
Committee of Ministers, Recommendation CM/Rec(2008)7 on the use of the Council of Europe’s Common European
Framework of Reference for Languages (CEFR) and the promotion of plurilingualism, available at https://search.coe.int/cm/
Pages/result_details.aspx?ObjectId=09000016805d2fb1, accessed 9 September 2019.
Committee of Ministers, recommendations on language and language learning: available at www.coe.int/en/web/common-
european-framework-reference-languages/recommendations, accessed 9 September 2019.
Council of Europe (2001), Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge
University Press, Cambridge, available at https://rm.coe.int/1680459f97, accessed 9 September 2019.
Council of Europe (2009a), Relating Language Examinations to the Common European Framework of Reference for Languages:
Learning, teaching, assessment (CEFR) – a manual, Language Policy Division, Council of Europe, Strasbourg, available
at https://rm.coe.int/1680667a2d, accessed 9 September 2019.
Council of Europe (2009b), Autobiography of Intercultural Encounters, available at www.coe.int/t/dg4/autobiography/
default_en.asp, accessed 9 September 2019.
Council of Europe (2018), Reference framework of competences for democratic culture, Council of Europe Publishing, Strasbourg,
available at https://go.coe.int/mWYUH, accessed 17 April 2020.
Council of Europe, Ocial texts and guidelines relating to linguistic integration of adult migrants: available at www.coe.int/
en/web/lang-migrants/ocials-texts-and-guidelines, accessed 9 September 2019.
Page 274 3 CEFR – Companion volume
Eaquals “Practical resources for language teaching”, available at www.eaquals.org/our-expertise/cefr/our-work-practical-
resources-for-language-teaching/, accessed 9 September 2019.
European Centre for Modern Languages of the Council of Europe: see www.ecml.at, accessed 9 September 2019.
European Centre for Modern Languages thematic pages for the CEFR and the ELP: see www.ecml.at/Thematicareas/
CEFRandELP/tabid/1935/language/en-GB/Default.aspx, accessed 9 September 2019.
Europass: see http://europass.cedefop.europa.eu/, accessed 9 September 2019.
European Language Portfolio (ELP): www.coe.int/en/web/portfolio, accessed 9 September 2019.
FREPA/CARAP, A Framework of Reference for Pluralistic Approaches to Languages and Cultures, available at http://carap.ecml.
at/Accueil/tabid/3577/language/en-GB/Default.aspx, accessed 9 September 2019.
Goodier T. (ed.) (2018), Collated Representative Samples of Descriptors of Language Competences Developed for Young
Learners – resource for educators, Volume 1: Ages 7-10, Education Policy Division, Council of Europe, available at https://rm.coe.
int/16808b1688, accessed 9 September 2019.
Goodier T. (ed.) (2018), Collated Representative Samples of Descriptors of Language Competences Developed for Young Learners
– resource for educators, Volume 2: Ages 11-15, Education Policy Division, Council of Europe, available at https://rm.coe.
int/16808b1689, accessed 9 September 2019.
Goullier F. (2007), Council of Europe Tools for Language Teaching – Common European framework and portfolios, Didier/Council
of Europe, Paris/Strasbourg, available at https://rm.coe.int/168069ce6
e
, accessed 9 September 2019.
Guidelines for intercultural dialogue in non-formal learning/education, available at https://pjp-eu.coe.int/en/web/youth-
partnership/icd-guidelines, accessed 9 September 2019.
LINCDIRE: LINguistic & Cultural DIversity REinvented, available at www.lincdireproject.org, accessed 10 September 2019.
MIRIADI Project Plan: available at www.miriadi.net/en/miriadi-plan, accessed 9 September 2019.
Noijons J., Bérešová J., Breton G. et al. (2011), Relating Language Examinations to the Common European Framework of Reference
for Languages: Learning, teaching, assessment (CEFR) – Highlights from the Manual, Council of Europe Publishing, Strasbourg,
available at: www.ecml.at/tabid/277/PublicationID/67/Default.aspx, accessed 9 September 2019.
North B. and Piccardo E. (2016), “Developing illustrative descriptors of aspects of mediation for the CEFR”, Education Policy
Division, Council of Europe, Strasbourg, available at https://rm.coe.int/16807331, accessed 9 September 2019.
PETRA-E Network: available at https://petra-education.eu/, accessed 9 September 2019.
Piccardo E. et al. (2011), Pathways through Assessing, Learning and Teaching in the CEFR, Council of Europe Publishing, Strasbourg,
available at http://ecep.ecml.at/Portals/26/training-kit/les/2011_08_29_ECEP_EN.pdf, accessed 9 September 2019.
Piccardo E. (2014), “From communicative to action-oriented: a research pathway”, Curriculum Services Canada, available at
https://transformingfsl.ca/en/resources/?pagenum=2, accessed 9 September 2019.
Piccardo E. (2016), “Phonological Scale Revision Process Report”, Education Policy Division, Council of Europe, available at
https://rm.coe.int/168073f9, accessed 9 September 2019.
Platform of resources and references for plurilingual and intercultural education: available at www.coe.int/lang-platform,
accessed 9 September 2019.
PRO-Sign Project: Sign languages and the Common European Framework of Reference for Languages – Descriptors
and approaches to assessment, available at www.ecml.at/ECML-Programme/Programme2012-2015/ProSign/PRO-Sign-
referencelevels/tabid/1844/Default.aspx.
Reference Level Descriptions (RLDs): available at www.coe.int/en/web/common-european-framework-reference-languages/
reference-level-descriptions, accessed 9 September 2019.
Relating language curricula, tests and examinations to the Common European Framework of Reference (RELANG): available
at https://relang.ecml.at/, accessed 9 September 2019.
Techno-CLIL 2017, moderators: Letizia Cinganotto and Daniela Cuccurullo, available at https://moodle4teachers.org/enrol/
index.php?id=90, accessed 9 September 2019.
Trim J. (ed.) (2001), “Common European Framework of Reference for Languages: Learning, teaching, assessment –A Guide
for Users”, Language Policy Division, Council of Europe, Strasbourg, available at https://rm.coe.int/1680697848, accessed 9
September 2019.
Sales agents for publications of the Council of Europe
Agents de vente des publications du Conseil de l’Europe
BELGIUM/BELGIQUE
La Librairie Européenne -
The European Bookshop
Rue de l’Orme, 1
BE-1040 BRUXELLES
Tel.: + 32 (0)2 231 04 35
Fax: + 32 (0)2 735 08 60
E-mail: [email protected]
http://www.libeurop.be
Jean De Lannoy/DL Services
c/o Michot Warehouses
Bergense steenweg 77
Chaussée de Mons
BE-1600 SINT PIETERS LEEUW
Fax: + 32 (0)2 706 52 27
E-mail: [email protected]
http://www.jean-de-lannoy.be
CANADA
Renouf Publishing Co. Ltd.
22-1010 Polytek Street
CDN-OTTAWA, ONT K1J 9J1
Tel.: + 1 613 745 2665
Fax: + 1 613 745 7660
Toll-Free Tel.: (866) 767-6766
E-mail: [email protected]
http://www.renoufbooks.com
CROATIA/CROATIE
Robert’s Plus d.o.o.
Marasoviçeva 67
HR-21000 SPLIT
Tel.: + 385 21 315 800, 801, 802, 803
Fax: + 385 21 315 804
E-mail: [email protected]
CZECH REPUBLIC/
RÉPUBLIQUE TCHÈQUE
Suweco CZ, s.r.o.
Klecakova 347
CZ-180 21 PRAHA 9
Tel.: + 420 2 424 59 204
Fax: + 420 2 848 21 646
E-mail: [email protected]
http://www.suweco.cz
DENMARK/DANEMARK
GAD
Vimmelskaftet 32
DK-1161 KØBENHAVN K
Tel.: + 45 77 66 60 00
Fax: + 45 77 66 60 01
E-mail: [email protected]
http://www.gad.dk
FINLAND/FINLANDE
Akateeminen Kirjakauppa
PO Box 128
Keskuskatu 1
FI-00100 HELSINKI
Tel.: + 358 (0)9 121 4430
Fax: + 358 (0)9 121 4242
E-mail: [email protected]
http://www.akateeminen.com
FRANCE
Please contact directly /
Merci de contacter directement
Council of Europe Publishing
Éditions du Conseil de l’Europe
F-67075 STRASBOURG Cedex
Tel.: + 33 (0)3 88 41 25 81
Fax: + 33 (0)3 88 41 39 10
E-mail: [email protected]
http://book.coe.int
Librairie Kléber
1, rue des Francs-Bourgeois
F-67000 STRASBOURG
Tel.: + 33 (0)3 88 15 78 88
Fax: + 33 (0)3 88 15 78 80
E-mail: [email protected]
http://www.librairie-kleber.com
NORWAY/NORVÈGE
Akademika
Postboks 84 Blindern
NO-0314 OSLO
Tel.: + 47 2 218 8100
Fax: + 47 2 218 8103
E-mail: [email protected]
http://www.akademika.no
POLAND/POLOGNE
Ars Polona JSC
25 Obroncow Street
PL-03-933 WARSZAWA
Tel.: + 48 (0)22 509 86 00
Fax: + 48 (0)22 509 86 10
E-mail: [email protected]
http://www.arspolona.com.pl
PORTUGAL
Marka Lda
Rua dos Correeiros 61-3
PT-1100-162 LISBOA
Tel: 351 21 3224040
Fax: 351 21 3224044
E mail: [email protected]
www.marka.pt
RUSSIAN FEDERATION/
FÉDÉRATION DE RUSSIE
Ves Mir
17b, Butlerova ul. - Ofce 338
RU-117342 MOSCOW
Tel.: + 7 495 739 0971
Fax: + 7 495 739 0971
E-mail: [email protected]
http://www.vesmirbooks.ru
SWITZERLAND/SUISSE
Planetis Sàrl
16, chemin des Pins
CH-1273 ARZIER
Tel.: + 41 22 366 51 77
Fax: + 41 22 366 51 78
E-mail: [email protected]
TAIWAN
Tycoon Information Inc.
5th Floor, No. 500, Chang-Chun Road
Taipei, Taiwan
Tel.: 886-2-8712 8886
Fax: 886-2-8712 4747, 8712 4777
E-mail: [email protected]
UNITED KINGDOM/ROYAUME-UNI
The Stationery Ofce Ltd
PO Box 29
GB-NORWICH NR3 1GN
Tel.: + 44 (0)870 600 5522
Fax: + 44 (0)870 600 5533
E-mail: [email protected]
http://www.tsoshop.co.uk
UNITED STATES and CANADA/
ÉTATS-UNIS et CANADA
Manhattan Publishing Co
670 White Plains Road
USA-10583 SCARSDALE, NY
Tel: + 1 914 472 4650
Fax: + 1 914 472 4316
E-mail: [email protected]
http://www.manhattanpublishing.com
Council of Europe Publishing/Éditions du Conseil de l’Europe
F-67075 STRASBOURG Cedex
Tel.: + 33 (0)3 88 41 25 81 – Fax: + 33 (0)3 88 41 39 10 – E-mail: [email protected] – Website: http://book.coe.int
Sales agents for publications of the Council of Europe
Agents de vente des publications du Conseil de l’Europe
BELGIUM/BELGIQUE
La Librairie Européenne -
The European Bookshop
Rue de l’Orme, 1
BE-1040 BRUXELLES
Tel.: + 32 (0)2 231 04 35
Fax: + 32 (0)2 735 08 60
E-mail: [email protected]
http://www.libeurop.be
Jean De Lannoy/DL Services
c/o Michot Warehouses
Bergense steenweg 77
Chaussée de Mons
BE-1600 SINT PIETERS LEEUW
Fax: + 32 (0)2 706 52 27
E-mail: [email protected]
http://www.jean-de-lannoy.be
CANADA
Renouf Publishing Co. Ltd.
22-1010 Polytek Street
CDN-OTTAWA, ONT K1J 9J1
Tel.: + 1 613 745 2665
Fax: + 1 613 745 7660
Toll-Free Tel.: (866) 767-6766
E-mail: [email protected]
http://www.renoufbooks.com
CROATIA/CROATIE
Robert’s Plus d.o.o.
Marasoviçeva 67
HR-21000 SPLIT
Tel.: + 385 21 315 800, 801, 802, 803
Fax: + 385 21 315 804
E-mail: [email protected]
CZECH REPUBLIC/
RÉPUBLIQUE TCHÈQUE
Suweco CZ, s.r.o.
Klecakova 347
CZ-180 21 PRAHA 9
Tel.: + 420 2 424 59 204
Fax: + 420 2 848 21 646
E-mail: [email protected]
http://www.suweco.cz
DENMARK/DANEMARK
GAD
Vimmelskaftet 32
DK-1161 KØBENHAVN K
Tel.: + 45 77 66 60 00
Fax: + 45 77 66 60 01
E-mail: [email protected]
http://www.gad.dk
FINLAND/FINLANDE
Akateeminen Kirjakauppa
PO Box 128
Keskuskatu 1
FI-00100 HELSINKI
Tel.: + 358 (0)9 121 4430
Fax: + 358 (0)9 121 4242
E-mail: [email protected]
http://www.akateeminen.com
FRANCE
Please contact directly /
Merci de contacter directement
Council of Europe Publishing
Éditions du Conseil de l’Europe
F-67075 STRASBOURG Cedex
Tel.: + 33 (0)3 88 41 25 81
Fax: + 33 (0)3 88 41 39 10
E-mail: [email protected]
http://book.coe.int
Librairie Kléber
1, rue des Francs-Bourgeois
F-67000 STRASBOURG
Tel.: + 33 (0)3 88 15 78 88
Fax: + 33 (0)3 88 15 78 80
E-mail: [email protected]
http://www.librairie-kleber.com
NORWAY/NORVÈGE
Akademika
Postboks 84 Blindern
NO-0314 OSLO
Tel.: + 47 2 218 8100
Fax: + 47 2 218 8103
E-mail: [email protected]
http://www.akademika.no
POLAND/POLOGNE
Ars Polona JSC
25 Obroncow Street
PL-03-933 WARSZAWA
Tel.: + 48 (0)22 509 86 00
Fax: + 48 (0)22 509 86 10
E-mail: [email protected]
http://www.arspolona.com.pl
PORTUGAL
Marka Lda
Rua dos Correeiros 61-3
PT-1100-162 LISBOA
Tel: 351 21 3224040
Fax: 351 21 3224044
E mail: [email protected]
www.marka.pt
RUSSIAN FEDERATION/
FÉDÉRATION DE RUSSIE
Ves Mir
17b, Butlerova ul. - Ofce 338
RU-117342 MOSCOW
Tel.: + 7 495 739 0971
Fax: + 7 495 739 0971
E-mail: [email protected]
http://www.vesmirbooks.ru
SWITZERLAND/SUISSE
Planetis Sàrl
16, chemin des Pins
CH-1273 ARZIER
Tel.: + 41 22 366 51 77
Fax: + 41 22 366 51 78
E-mail: [email protected]
TAIWAN
Tycoon Information Inc.
5th Floor, No. 500, Chang-Chun Road
Taipei, Taiwan
Tel.: 886-2-8712 8886
Fax: 886-2-8712 4747, 8712 4777
E-mail: [email protected]
UNITED KINGDOM/ROYAUME-UNI
The Stationery Ofce Ltd
PO Box 29
GB-NORWICH NR3 1GN
Tel.: + 44 (0)870 600 5522
Fax: + 44 (0)870 600 5533
E-mail: [email protected]
http://www.tsoshop.co.uk
UNITED STATES and CANADA/
ÉTATS-UNIS et CANADA
Manhattan Publishing Co
670 White Plains Road
USA-10583 SCARSDALE, NY
Tel: + 1 914 472 4650
Fax: + 1 914 472 4316
E-mail: [email protected]
http://www.manhattanpublishing.com
Council of Europe Publishing/Éditions du Conseil de l’Europe
F-67075 STRASBOURG Cedex
Tel.: + 33 (0)3 88 41 25 81 – Fax: + 33 (0)3 88 41 39 10 – E-mail: [email protected] – Website: http://book.coe.int
Companion volume
COMMON EUROPEAN
FRAMEWORK
OF REFERENCE
FOR LANGUAGES:
LEARNING, TEACHING,
ASSESSMENT
The CEFR Companion volume broadens the scope of language education. It re-
ects academic and societal developments since the publication of the Common
European Framework of Reference for Languages (CEFR) and updates the 2001
version. It owes much to the contributions of members of the language teaching
profession across Europe and beyond.
This volume contains:
► 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;
- a replacement scale for phonological competence;
- new scales for mediation, online interaction and plurilingual/
pluricultural competence;
- new scales for sign language competence;
► a short report on the four-year development, validation and consultation
processes.
The CEFR Companion volume represents another step in a process of engage-
ment with language education that has been pursued by the Council of Europe
since 1971 and which seeks to:
► promote and support the learning and teaching of modern languages;
►
enhance intercultural dialogue, and thus mutual understanding, social
cohesion and democracy;
► protect linguistic and cultural diversity in Europe; and
► promote the right to quality education for all.
ENG
PREMS 058220
The Council of Europe is the continent’s leading
human rights organisation. It comprises 47 member
stat
es, including all members of the European Union.
All Council of Europe member states have signed
up to the European Convention on Human Rights,
a treaty designed to protect human rights, democracy
and the rule of la
w. The European Court of Human Rights
oversees the implementation of the Convention in
the member states.
http://book.coe.int
ISBN 978-92-871-8621-8
€35
/US$70
EDUCATION FOR DEMOCRACY
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT
www.coe.int/lang-cefr
9 789287 186218
