An Overview of CEFR for Kitakami

Goals

  1. Become familiar with CEFR Scales
  2. Understand the history and rationale behind CEFR
  3. Consider how we can make use of CEFR for assessment

CEFR Overview

History of CEFR

Study the following words using quizlet and then write them into the “History of CEFR”

  • advanced 高度な
  • agreement 合意、協定
  • appropriate 適切な、ふさわしい
  • assessment 評価
  • competence 能力
  • Council of Europe 欧州評議会
  • foster 育成する
  • independently 自主的に
  • methodology 方法論
  • pluralist 多元主義の
  • principle 原理、原則
  • proficiency 熟達、能力
  • promote 促進する
  • qualification 資格、能力
  • scale 尺度 tackle 取り組む
History-Questions

Advantages and Disadvantages of CEFR

Let’s have a discussion about the advantages and disadvantages.

Advantages

Advantages

  • I i t r o o 4 y o r.
  • I i v c.
  • T l a k b p t t w.
  • Iiubc,to,atc.

Disadvantages

  • D a n a f y l.
  • C r t v o E.
  • Cio
  • T l c i e C l i n c.

Advantages (Answers)

  • It is the result of over 40 years of research.
  • It is very comprehensive.
  • The levels are known by people throughout the world.
  • It is used by countries, textbook publishers, and testing companies

Disadvantages (Answers)

  • Descriptors are not appropriate for young learners.
  • CEFR represents the values of Europe.
  • CEFR is overused.
  • The language content in each CEFR level is not clear.

Let’s play kahoot!

Communicative Abilities on CEFR

  • Click here to study the words.
  • Communicative Abilities for the pre Al and Al Level According to CEFR. Look up the descriptors for the Mindmap below.

Examples of A1 Descriptors for Communicative Abilities

Sociolinguistic (A1)

Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc.

Examples

  • Can introduce myself and other people.
  • I can greet and respond to a greeting.
  • I can apologise. I can say thank you.
  • I can say please and thank you.
  • I can say hello and goodbye to my teachers and classmates.
  • I can ask for permission (to leave the classroom, to go to the toilet, to speak in the classroom).
  • I can make and reply to simple requests.

Pragmatic

Coherence and cohesion (A1)
  • Can link words or groups of words with very basic linear connectors like ‘and’ or ‘then’.
Propositional Precision
  • Can communicate very basic information about personal details in a simple way. (Pre-A1)
  • Can communicate basic information about personal details and needs of a concrete type in a simple way. (A1)
Spoken Fluency
  • Can manage very short, isolated, rehearsed utterances using gesture and signalled requests for help when necessary. (Pre-A1)
  • 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. (A1)
Linguistic (A1)
  • Can use isolated words and basic expressions in order to give simple information about him/herself. (Pre-A1)
  • Has a very basic range of simple expressions about personal details and needs of a concrete type. (A1)
Vocabulary (A1)
  • Has a basic vocabulary repertoire of words and phrases related to particular concrete situations. (A1)

Examples

  • I can understand some short sentences with names of people, animals, objects, plants and flowers, parts of the body, food, clothes, days of the week, months of the year, seasons of the year, means of transport, holidays and festivities, jobs.
  • I can understand the days of the week.
  • I can recognize the names of other countries in the world.
  • I can understand the names of some animals and plants.
Grammatical Accuracy
  • Can employ very simple principles of word order in short statements. (Pre A1)
  • Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire. (A1)
Phonological Control (A1)
  • Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by interlocutors used to dealing with speakers of the language group concerned. Can reproduce correctly a limited range of sounds as well as the stress on simple, familiar words and phrases. (A1)

Sound Articulation (A1)

  • Can reproduce sounds in the target language if carefully guided. (A1)

Prosodic Features (A1)

  • Can use the prosodic features of a limited repertoire of simple words and phrases intelligibly, in spite of a very strong influence on stress, rhythm, and/or intonation from other language(s) he/she speaks; his/her interlocutor needs to be collaborative.

Orthographic Control

  • 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. (A1)

Examples

  • I can copy simple words and short sentences.
  • I can copy words and short sentences.
  • I can copy words from the board.
  • I can copy words for colours and shapes from the board.
  • I can copy words about transport from the board.
  • I can copy sentences about seasons and festivals from the board.

Let’s play kahoot!

CEFR and Curricular Resources

CEFR Homepage

Full-text of the original CEFR

Grammar and vocabulary for CEFR

(The above site allows you to search for the CEFR level of words and grammar)

CEFR Descriptors for Children aged 7 – 10

(These are CEFR “Can dos” specifically for children. It was updated in late 2018. )

CEFR Report on Grammar and Topics for Each CEFR Level

(This gives ideas for grammar and topics for each CEFR level)

Resources for People in Japan

CEFR-J website

(You can download CEFR specifically made for Japan)

We can! and Let’s Try Wordlist

(A list of We can! and Let’s try! words compiled by the Hall laboratory.)

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