Complete text of the Framework document

Complete text of the Framework document with hyperlinks

Developed through a process of scientific research and wide consultation, this document provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner. The Framework provides a basis for the mutual recognition of language qualifications, thus facilitating educational and occupational mobility. It is increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates. A recent European Union Council Resolution (November 2001) recommended the use of this Council of Europe instrument in setting up systems of validation of language competences.

The Framework is a document which describes in a comprehensive manner

- the competences necessary for communication
- the related knowledge and skills
- the situations and domains of communication

The Framework facilitates a clear definition of teaching and learning objectives and methods. It provides the necessary tools for assessment of proficiency.

The Framework is of particular interest to course designers, textbook writers, testers, teachers and teacher trainers - in fact to all who are directly involved in language teaching and testing.

It is the result of extensive research and ongoing work on communicative objectives, as exemplified by the popular 'Threshold level' concept.

The Framework has become a key reference document and valuable tool for educational and professional mobility.

The Framework is published in English by Cambridge University Press.
ISBN Hardback 0521803136 Paperback: 0521005310

http://www.cambridge.org/

The French version is published by the Editions Didier: Cadre européen commun de référence pour les langues: apprendre, enseigner, évaluer.
ISBN: 227805075-3

http://www.didierfle.com/

The Catalan version is published by the Entitat Autònoma del Diari Oficial i de Publicacions of the Generalitat de Catalunya: Marc europeu comú de referència per a les llengües: aprendre, ensenyar, avaluar
ISBN 84-393-6159-9

The electronic version is available on  http://cultura.gencat.net/llengcat/publicacions/index.htm

The Czech version is published by Univerzita Palackého v Olomouci: Spolecný evropský referencní rámec pro jazyky : Jak se ucíme jazykum, jak je vyucujeme a jak v jazycích hodnotíme
ISBN: 80-244-0404-4

http://www.msmt.cz/

The German version is published by Langenscheidt: Gemeinsamer europäischer Referenzrahmen für Sprachen: lernen, lehren und beurteilen.
ISBN: 3-468-49469-6

http://www.goethe.de/referenzrahmen

The Hungarian version is published by: Pedagógus-tavábbképzési Módszertani és Információs Központ: Közös Európai Referenciakeret: Nyelvtanulás, Nyelvtanítás, Értékelés
ISBN: 963 204200x

The Italian version is published by: La Nuova Italia-Oxford: Quadro comune europeo di riferimento per le lingue: apprendimento insegnamento valutazione
ISBN: 88-221-4512-7

The  Moldovan Version is produced with the assistance of the Chisinau Office of the Council of Europe: Cadrul european comun de referinta pentru limbi: învatare, pedare, evaluare
ISBN: 9975-78-259-0

The Portuguese version is published by: Edições ASA: Quadro europeu comum de referência para as línguas : Aprendizagem, ensino, avaliação
ISBN: 972-41-27 46-X

http://www.asa.pt/

The Spanish version is published by Ministerio de Educación, Cultura y Deporte and grupo ANAYA: Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación
ISBN: 84-667-1618-1

The document is available on the following website:

http://cvc.cervantes.es/obref/marco

Synopsis

Chapter 1 defines the aims, objectives and functions of the proposed Framework in the light of the overall language policy of the Council of Europe and in particular the promotion of plurilingualism in response to European linguistic and cultural diversity. It then sets out the criteria which the Framework should satisfy

Chapter 2 explains the approach adopted. The descriptive scheme is based on an analysis of language use in terms of the strategies used by learners to activate general and communicative competences in order to carry out the activities and processes involved in the production and reception of texts and the construction of discourse dealing with particular themes, which enable them to fulfil the tasks facing them under the given conditions and constraints in the situations which arise in the various domains of social existence. The words underlined designate the parameters for the description of language use and the user/learner's ability to use language.

Chapter 3 introduces the common reference levels. Progress in language learning with regard to the parameters of the descriptive scheme can be calibrated in terms of a flexible series of levels of attainment defined by appropriate descriptors. This apparatus should be rich enough to accommodate the full range of learner needs and thus the objectives pursued by different providers, or required of candidates for language qualifications.

Chapter 4 establishes in some (but not exhaustive or definitive) detail the categories (scaled where possible) needed for the description of language use and the language user/learner according to the parameters identified, covering in turn: the domains and situations providing the context for language use; the themes, tasks and purposes of communication; communicative activities, strategies and processes; and text; especially in relation to activities and media.

Chapter 5 categorises in detail the user/learner's general and communicative competences, scaled where possible.

Chapter 6 considers the processes of language learning and teaching, dealing with the relation between acquisition and learning and with the nature and development of plurilingual competence, as well as with methodological options of a general or more specific kind, in relation to the categories set out in Chapters 3 & 4.

Chapter 7 examines in greater detail the role of tasks in language learning and teaching

Chapter 8 is concerned with the implications of linguistic diversification for curriculum design and considers such issues as: plurilingualism and pluriculturalism; differentiated learning objectives; principles of curriculum design; curricular scenarios; life-long language learning; modularity and partial competences.

Chapter 9 discusses the various purposes of assessment and corresponding assessment types, in the light of the need to reconcile the competing criteria of comprehensiveness, precision and operational feasibility. The General Bibliography contains a selection of books and articles which users of the Framework may wish to consult in order to go into greater depth with regard to the issues raised. The bibliography contains relevant Council of Europe documents as well as works published elsewhere.

Appendix A discusses development of descriptors of language proficiency. Methods of and criteria for, scaling and the requirements for formulating descriptors for the parameters and categories presented elsewhere. are explained.

Appendix B gives an overview of the project in Switzerland which developed and scaled the illustrative descriptors. The illustrative scales in the text are listed with page references.

Appendix C contains the descriptors for self-assessment at series of levels adopted by the DIALANG Project of the European Commission for use on the Internet.