Common European Framework of Reference for Languages

The Common European Framework of Reference for Languages ​​( CEFR; well as CEF, English: Common European Framework of Reference for Languages ​​, CEFR ) of the Council of Europe presents a for language learners and teaching extensive recommendation, language acquisition, language use and language proficiency of learners transparent and makes them comparable. This recommendation is made for all sub skills ( reading, listening, writing and speaking ) and is formulated in the form of six levels.

The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, textbooks and Certificate in European language work and allows them to inter- linguistic comparability. It follows the action-and task-oriented approach, according to which language learners are seen as doer of language in social contexts ( cf. Glaboniat (2013 ) ). In addition, he is pursuing the language policy objective of promoting multilingualism and individual multilingualism, thereby also contributing to the strengthening of international cooperation in the field of modern languages.

Even outside Europe, the CEFR is rezipiert. For example, in Egypt, Japan, Canada, Colombia, Korea and the Philippines. Esperanto is also included.

Development and application of the CEFR

The idea of dividing language skills in stages exist, long time. However, language and across countries make such a classification was first introduced in 1991 during an intergovernmental symposium in Switzerland on the topic of ' transparency and coherence in language learning in Europe: Objectives, Evaluation, Certification ' discussed. The focus was on the increased mobility and a more effective international communication among the European member states, which they wanted to meet through an intensification of language learning and language teaching. In this case, it was considered desirable to develop a common European framework of reference for language learning at all levels, taking into account the different education systems in Europe, so as to promote cooperation between educational institutions in different countries and facilitate the mutual recognition of language qualifications be placed on a solid basis and to support learners and teachers, authors of language courses, exam providers and the educational administration doing to embed their efforts in this framework and to coordinate them ( cf. Goethe- Institut).

The German translation for the Goethe Institute was presented simultaneously with the original English version on the European Day of Languages ​​2001 in Lund / Sweden and published in the course of the same year in printed form and online. Today, the CEFR inter alia the European Language Portfolio is a self-evaluation, in German profiles for the definition of the language levels for the language German and the DIALANG system for self-testing in 15 European languages ​​use.

Benefits

With the Common European Framework of Reference for Languages ​​a Community framework for the development of curricula, textbooks and the development of tests has been created. This has the following advantages have arisen:

• The CEFR provides European-wide financial statements in the form of language certificates that promotes the mobility of learners.
• Examination centers are everywhere distributed throughout Europe.
• Learning barriers that exist due to different education systems within Europe are overcome and student achievement comparable.
• The CEFR promotes a realistic self-assessment of learners and is also teaching ends the possibility of teaching content and skills to provide more transparent.
• The basic skills of successful communication in a foreign language ( listening, speaking and writing) are placed in the focus.
• Values, social conventions and living conditions can be better taken into account in the mediation of a language.
• The emphasis on communication in the professional environment the learner can be useful in planning their careers.

The competency levels

The Common European Framework of Reference for Languages ​​performs a classical division of the areas of learning in elementary, middle and high school.

Level of competency describes a basic user. Competence level B describes an independent language use. Competence level C describes a competent language use.

The respective levels are again fanned into each of a higher or lower level, so that a total of six levels exist. It identifies the required language skills of learners, whose goal is to use a language for communication, broadly defined. In the form of can-do ( Can Do statements ) is executed, what knowledge and skills they need to develop in order to act communicatively successfully. It is empirically validated, positively phrased sentences that express what learners at each of the steps described in regard to afford on speech acts are capable (see North (2000) and Schneider / North (2000)).

Elementary use of language

Independent user

Proficient user

Entry

Basics

Mediocrity

Medium quality

Advanced knowledge

Excellent knowledge

Can understand everyday expressions and very basic phrases and phrases aimed at the satisfaction of needs of a concrete. Can themselves and others imagine and make other people questions about themselves - eg where they live, what kind of people they know and things they have - and can respond to questions of this nature. Can interact in a simple way provided the other interlocutors are speaking to speaks slowly and clearly and is prepared to help

Can understand sentences and frequently used expressions related to areas of most immediate relevance ( eg very basic personal and family information, shopping, work, immediate surroundings ). Can communicate in simple and routine situations in which it comes to a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his background and education, the immediate environment and matters in areas of immediate need.

Can understand the main points of clear standard speech on familiar matters when it comes to work, school, leisure, etc.. Can deal likely to arise whilst traveling in an area in most situations. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and give opinions and plans short explanations.

Can understand the main ideas of complex text on both concrete and abstract topics; including technical discussions in your field of specialization. Can communicate so spontaneously and fluently that a normal conversation with native speakers without strain for either party possible. 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.

Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social and professional life or in training and studies. Can produce clear, well -structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive.

Can virtually everything he / she reads or hears understand with ease. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

Language examinations

The each proficiency level appropriate language tests were of the test providers of the Association of Language Testers in Europe ( ALTE) on the CEFR calibrated (see Quetz, 2010). "The German language examinations are represented by the Goethe Institute, The European Language Certificates ( telc ) and the TestDaf Institute. " ( Demming, 2010)