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Using the CEFR:
Principles of Good Practice
October 2011
‘What [the CEFR] can do is
to stand as a central point of
reference, itself always open
to amendment and further
development, in an interactive
international system of
co-operating institutions ...
whose cumulative experience
and expertise produces a
solid structure of knowledge,
understanding and practice
shared by all.’
John Trim (Green in press 2011:xi)
Contents
Introduction ........................................................................................................................... 2
Section 1: Overview ............................................................................................................. 3
What the CEFR is … and what it is not ..........................................................................4
A brief history of the CEFR ................................................................................................5
How to read the CEFR .........................................................................................................7
The actionoriented aroach ....................................................................................7
The coon reference ees .....................................................................................
anuae use and the earner’s coetences .......................................................
Section 2: Principles and general usage ......................................................................11
rincies for teachin and earnin ...............................................................................2
sin the CEFR in curricuu and syabus desin ..............................................2
sin the CEFR in the cassroo teachin and esson annin ....................
rincies for assessent ..................................................................................................
sin the CEFR to choose or coission aroriate assessents ............
sin the CEFR in the deeoent of assessents ..........................................7
rincies for deeoent and use of Reference ee escritions .................2
sin resources fro Reference ee escritions in earnin
teachin and assessent ........................................................................................2
sin the CEFR to deeo Reference ee escritions .................................2
Section 3: Applying the CEFR in practice ....................................................................2
Ayin the CEFR in ractice Ainin Cabride E eainations
to the CEFR .................................................................................................................. 2
oint – hared oriins and onter enaeent ..........................................2
oint 2 – Interated ite banin and caibration systes ...............................2
oint – uaity anaeent and aidation systes ......................................2
oint 4 – Ainent and standardsettin studies ...............................................
oint 5 – Aication and etension of the CEFR for Enish ............................
uary ...........................................................................................................................
Appendices ............................................................................................................................ 33
Aendi A – Reference ee escritions ................................................................4
Aendi – References ...................................................................................................
1
Using the CEFR: Principles of Good Practice
Introduction
The Common European Framework of Reference for Languages:
Learning, teaching, assessment (CEFR) was created by the Concil
of Erope to proide ‘a coon basis for the elaboration of
langage syllabses crricl gidelines eainations
tetboo s etc. across Erope’ (a:). t was enisaged
priarily as a planning tool whose ai was to proote
‘transparency and coherence’ in langage edcation.
The CEFR is often sed by policy
a ers to set ini langage reireents for a wide
range of prposes. t is also widely sed in crricl planning preparing tetboo s and any
other contets. t can be a alable tool for all of these prposes bt sers need to nderstand its
liitations and original intentions. t was intended to be a ‘wor in progress’ not an international
standard or seal of approal. t shold be seen as a general gide rather than a prescriptie
instrent and does not proide siple ready
ade answers or a single ethod for applying it.
s the athors state in the ‘otes for the User’:
e hae T set ot to tell practitioners what to do or how to do it. e are raising
estions not answering the. t is not the fnction of the CEF(R) to lay down the
obecties that sers shold prse or the ethods they shold eploy.
(a:i)
The CEFR is sefl to yo if yo are inoled in learning teaching or assessing langages. e hae
aied this boo let at langage professionals sch as teachers and adinistrators rather than
candidates or langage learners. t is based on Cabridge E’s etensie eperience of wor ing
with the CEFR oer any years.
The CEFR is a coprehensie docent and as sch indiidal sers can find it difficlt to read
and interpret. The Concil of Erope has created a nber of gidance docents to help in this
interpretation. elping yo find yor way arond the CEFR and its spporting docents is one of
or ey ais in creating Using the CEFR: Principles of Good Practice. f yo want a brief oeriew of the
CEFR read ection of this boo let. f yo are a teacher or adinistrator wor ing in an edcational
setting and wold li e gidance on sing and interacting with the CEFR then reading ection will
be sefl to yo. f yo want to find ot abot how Cabridge E wor s with the CEFR then read
ection . Each section is preceded by a page that signposts ey frther reading.
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