The Common European The Common European Framework of Reference Framework of Reference

for Languagesfor Languages

Jesús Ángel GonzálezJesús Ángel González López López

(Universidad de Cantabria)(Universidad de Cantabria)

The Common European Framework for Languages: Learning, Teaching, Assessment.

• Council of EuropeCouncil of Europe 2001: European Year of Languages2001: European Year of Languages

““The Common European Framework provides a The Common European Framework provides a common basis common basis for the elaboration of language for the elaboration of language syllabuses, curriculum guidelines, examinations, syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe...textbooks, etc. across Europe... The Common The Common European Framework is intended to European Framework is intended to overcome the overcome the barriers barriers to communication among professionals to communication among professionals working in the field of modern languages arising from working in the field of modern languages arising from the different educational systems in Europe.the different educational systems in Europe.

Common language, common levels, common degrees and Common language, common levels, common degrees and certificatescertificates

Political objectives: mobility, cooperation, integration. Political objectives: mobility, cooperation, integration. Plurilingualism and multiculturalismPlurilingualism and multiculturalism General context: competence learning, (Bologna Process)General context: competence learning, (Bologna Process)

From Europe to the WorldFrom Europe to the World

1. Horizontal description of languages: An action-oriented approach

“The approach adopted here, generally speaking, is an action-oriented one in so far as it views users and learners of a language primarily as ‘social agents’, i.e. members of society who have tasks (not exclusively language-related) to accomplish in a given set of circumstances, in a specific environment and within a particular field of action”

Horizontal description of languages:- Teaching and Learning through communicative

activities:- Reading- Listening- Writing- Speaking- Interaction- Mediation

- Description based on positive elements- Skills-based teaching and assessment - Long-life learning- Autonomous learning- Flexible framework

The CEF

The Language

user/learner

The Context of Language

useCommunicative

language competences

General competences

Assessment = How

successful is

the encounter? Illustrative

scales

Teaching and learning

= How to enrich the

competences?

Common European

Framework of

Reference(CEF)

Reception Production

Spoken text Written text

Real- life task

Pedagogic task

Test task

Domain:Personal Public

OccupationalEducational

Interaction Mediation

Communicative Competence Communicative Competence ““Competence/Performance” (Chomsky): innate knowledge of Competence/Performance” (Chomsky): innate knowledge of

the language vs. real use of the language in particular the language vs. real use of the language in particular situations. situations.

““Communicative competence” (Hymes, 1971): rules of usage Communicative competence” (Hymes, 1971): rules of usage of the language that allow the speaker to apply the grammar of the language that allow the speaker to apply the grammar rules, considering the socio-cultural reality. rules, considering the socio-cultural reality.

Canale-Swain: communicative competence subdivided into: Canale-Swain: communicative competence subdivided into: • Grammatical competence: Linguistic codes, Words and Grammatical competence: Linguistic codes, Words and

rulesrules• Strategic competence: verbal and non-verbal strategies Strategic competence: verbal and non-verbal strategies

used to overcome communication difficultiesused to overcome communication difficulties• Sociolinguistic competence: adapting the language to the Sociolinguistic competence: adapting the language to the

context (speaker’s types and intentions)context (speaker’s types and intentions)• Discursive competence: responsible for internal cohesion Discursive competence: responsible for internal cohesion

and unity, how words and sentences are combined to make and unity, how words and sentences are combined to make up a textup a text

• Sociocultural competence (Van Ek): sociocultural referentsSociocultural competence (Van Ek): sociocultural referents• Social competence (Van Ek): motivation, confidence, Social competence (Van Ek): motivation, confidence,

empathyempathy

General competences •Declarative knowledge (“savoir”)•Skills and know-how (“savoir faire”)•Existential competence (“savoir être”)•Ability to learn (“savoir apprendre”)

2. Pragmatic Competences•Discourse competence•Functional competence

1. Linguistic competences•Lexical•Grammatical•Semantic•Phonological•Orthographic•Orthoepic

3. Sociolinguistic competence•Linguistic markers of social relat ions•Politeness conventions•Expressions of folk visdom•Register dif ferences•Dialect and accent

Strategies•productive•receptive•interactive•mediating

BICS/CALP (Cummins)BICS/CALP (Cummins)- BICS: Basic Interpersonal Communication BICS: Basic Interpersonal Communication

Skills (Basic Competences”)Skills (Basic Competences”)- CALP: Academic Language (“Learnt CALP: Academic Language (“Learnt

Competences”)Competences”)- There are somenatives who are never able to There are somenatives who are never able to

use adequately some academic competences use adequately some academic competences It is important to balanceIt is important to balancethe two types of the two types of competences in competences in assessment assessment (problem in some B2-C1 (problem in some B2-C1 exams)exams)

2. Vertical description: Levels A. Basic User: A1-A2

A1 (Access): The most basic level which can be defined. Very simple interaction. In a few months.

A2 (Waystage): Intermediate step towards the threshold level. Social functions.

1.2. Vertical description: LevelsB. Independent User: B1-B2

B1 (Threshold level): User who crosses the metaphoric threshold and is able to travel to a foreign country and behave independently in daily situations (public transport, travel agency). 375 hours for English. Ciclo Elemental E.O.I.

B2 (Advanced Level): User who is able to argue and manage in social exchanges without imposing tension. Also able to correct mistakes.

1.2. Vertical description: Levels C. Competent User: C1-C2

C1 (Effective Proficiency): Not just independent, but competent too. Wide range of vocabulary and grammar. Able to use the language with flexibility and efficiency for social, academic and professional purposes.

C2 (Mastery): brilliant user, able to transmit subtle shades of meanings and to use idioms and colloquial language. Not a native.

A1A2

B1

B2

C1

C2

Basic user

Independent user

Competent user

The CEF levels

A1

A2

B1

B2

C2Bas

ic

use

r

Indep

ende

nt

use

r

Profici

e nt

use

r

Basic needs andvery familiar topics in simple language

Social functions and short monologue

Treshold level for coping with everyday life

Regular relationships with native speakers

Correct, accurate and appropriate language use in demanding contextsFluent, spontaneus communication in a broad range of language

C1