CEFRL Structure, Levels, and Language Learning

Posted on Feb 2, 2025 in Primary Education

Structure of the CEFRL

The Common European Framework of Reference for Languages (CEFRL) is divided into nine chapters and four annexes:

  • Chapter 1: Aims and Objectives – According to the Council of Europe, the main objective is plurilingualism.
  • Chapter 2: Approach – Communicative competences and the use of language.
  • Chapter 3: Common Reference Levels
  • Chapter 4: Use of Language and the Language User
  • Chapter 5: User Competences
  • Chapter 6: Teaching-Learning Process
  • Chapter 7: Tasks and Roles Involved in the Teaching-Learning Process
  • Chapter 8: Linguistic Diversification and Curriculum
  • Chapter 9: Assessment

Annexes

  • Annex 1: Development of Proficiency Descriptors
  • Annex 2: Illustrative Descriptors (according to the CEFR levels)
  • Annex 3: DIALANG Scales and Project
  • Annex 4: ALTE “Can Do” Statements

Aims of the European Language Portfolio (ELP)

  1. Encourage all citizens to learn foreign languages at any level and throughout their lives.
  2. Improve language learning processes and develop self-assessment skills.
  3. Facilitate the exchange and movement of citizens in Europe.
  4. Facilitate a worldwide (and European) tool to recognize and measure any second language (L2) level of expertise.
  5. Encourage and support communication among citizens from different nationalities in Europe, learning of different cultures, customs, and traditions.

Levels of the Common European Framework

  • C2: Proficiency Level
  • C1: Advanced Level
  • B2: Upper-Intermediate Level
  • B1: Pre-Intermediate Level
  • A2: Elementary Level
  • A1: Beginner Level
  • Language Awareness – Initial Level (3-4 years old)

Assessing Communicative Competences in the CEFRL

  • Linguistic Competences: Lexical, grammatical, semantic, phonological, orthographic, etc.
  • Sociolinguistic Competences: Registers, accents, dialects, etc.
  • Pragmatic Competences: Discourse, functional, and design.

European Language Portfolio (ELP)

The ELP is a document where those who are learning a foreign language can keep and take note of their learning process and cultural experiences.

Components of the ELP

  • Language Passport: Shows the foreign language knowledge level any person has. All the skills (speaking, listening, reading, and writing) appear in a table. Comments and certificates can be recorded as well.
  • Language Biography: Shows a record of all the language experiences of a person, e.g., certificates.
  • Dossier: Includes examples of personal pieces of work to illustrate the achievements and experiences previously mentioned in the Biography and the Passport.

Methodology of Content and Language Integrated Learning (CLIL)

  • The teaching language is not the mother tongue of the region/place.
  • Bilingual Schools (several subjects using a foreign language to teach them).

Verbal vs. Non-Verbal Communication

Verbal Communication

  • Set of signs
  • Oral or written communication in its multiple forms
  • Convention concerning the meanings and uses of the signs

Non-Verbal Communication

  • Set of signs, resources, strategies
  • Not always as symbolic as they would be desired (e.g., cries, movements)
  • No convention

LOMCE to 3 Areas

  1. Self-knowledge and personal autonomy
  2. Knowledge of the environment
  3. Languages: communication and representation

Working with Plastic Language

  • Modeling activities
  • Paper activities
  • Volume activities

Body Language

Our body is one of the main elements of non-verbal communication. It is also a means to make our pupils conscious of shapes, spaces, and objects. Pointing out is absolutely important. By using our body without speaking, students can make associations between English names and objects, parts of the body.

General Support Resources

  • Games: Dice
  • Music: Songs
  • Realia: Postcards
  • Audiovisuals: DVDs

Textbooks and Resources

  • Our knowledge area: English
  • Our pupils’ profile
  • Our aims
  • Timing per session

LOE: Education in Values

  1. Self-acceptance and others’
  2. Be conscious of emotions
  3. Face situations
  4. Accept coexistence rules

Values

  • Compromise
  • Understanding
  • Empathy
  • Responsibility