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Linking CfE Outcomes to other languages frameworks

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1 Linking CfE Outcomes to other languages frameworks
Modern Languages Linking CfE Outcomes to other languages frameworks (Common European Framework of Reference) Modern Languages : Linking CfE Outcomes to other languages frameworks The purpose of this PowerPoint Presentation is to raise awareness of other languages frameworks (in this case CEFR) which seek to describe learning experiences and outcomes at beginner level and then to track progression in each of the language skills. It can be used to raise awareness of important European developments and to promote discussion of their relevance to the CfE Experiences and Outcomes for Modern Languages. This PowerPoint Presentation should be used in conjunction with the Appendices from the CfE Modern Languages 3-15 Framework as part of ongoing support to clarify the level of performance expected of the learner at each level in each language skill. The materials can be used to stimulate professional dialogue and reflection, for example with departmental or whole school staff, subject networks, engaging with partners, etc. How it is used will vary according to the needs of the group and can be over more than one session. It would be useful to have a hard copy of the CfE Modern Languages 3-15 framework to hand when using this PowerPoint.

2 Common European Framework of Reference for Languages (CEFR)
The Common European Framework ( provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It provides objective criteria for describing language proficiency in order to facilitate the mutual recognition of qualifications gained in different learning contexts, and accordingly will aid European mobility.

3 Common European Framework of Reference for Languages
The Common European Framework of Reference for Languages (CEFR) has been produced by the Council of Europe and it aims to provide a “comprehensive, transparent and coherent framework for language teaching.” The Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning on a life-long basis. The CEFR describes in a comprehensive way what language learners have to learn to do in order to use a language for communication, what knowledge and skills they have to develop so as to be able to act effectively and it also describes the cultural context in which the language is set. It may be helpful to consider how similar these aims are to those of the CfE Modern languages 3-15 Framework.

4 Common European Framework of Reference for Languages
The framework emphasises the most relevant contexts for language use particularly in the following areas: to deal with the business of everyday life in another country, and to help foreigners staying in their country to do so; to exchange information and ideas with young people and adults who speak a different language and to communicate their thoughts and feelings to them; to achieve a wider and deeper understanding of the way of life and forms of thought of other nations and of their cultural heritage. To ensure, as far as possible, that all sections of their populations have access to effective means of acquiring a knowledge of the languages of other member states, the CEFR identifies the language and the language skills required by citizens to satisfy their communicative needs and puts great emphasis on the multicultural aspects of language learning. It might be useful to consider the relationship between these three contexts for learning and the three introductory statements in the CfE Modern languages 3-15 framework.

5 A scale of Common Reference levels describes learner performance at six levels (from a ‘basic’ to a ‘proficient’ user) and five kinds of skill ( listening / spoken interaction / spoken production / reading / writing ). The descriptors encourage self-assessment and have been integral to the development of the European Language Portfolio. This slide shows how the CEFR is structured (the six levels are described in more detail in a following slide) and how it compares to the CfE Modern languages 3-15 framework (3 levels / 4 skills) Alongside the development of the CEFR, much work has been done across Europe to develop the European Language Portfolio (ELP) as a format in which language learning and intercultural experiences of the most diverse kinds can be recorded and formally recognised.

6 European Language Portfolio (ELP)
The ELP in its current form consists of three obligatory components: Language passport (summative) – which provides an overview of the individual’s proficiency in language at a given time and which records the owner’s self-assessment against the Self-assessment Grid in the CEFR Language biography (formative) – which provides a reflective accompaniment to the ongoing processes of learning and using second languages and engaging with the cultures associated with them and which uses “I can” checklists for goal setting and self-assessment Language dossier (experiential) – which offers the learner the opportunity to select materials to document and illustrate achievements and intercultural experiences. The ELP is being developed as a means by which claims of proficiency in the levels of the CEFR can be recorded and validated and it offers the opportunity to accredit learners’ achievements and experiences in a flexible way. Although the ELP, like the CEFR, was designed originally for use with young adults and migrant workers, it has been adapted in many countries (including England and Ireland) to meet the needs of school age children in the form of a Junior Portfolio. While these portfolios have a certain common structure, they are intended to be flexible and can be adapted to national and local circumstances.

7 The six levels of CEFR: A1 Breakthrough A2 Waystage B Independent User
A Basic User A1 Breakthrough A2 Waystage B Independent User B1 Threshold B2 Vantage C Proficient User C1 Effective Operational Proficiency C2 Mastery The purpose of this slide is to identify the set of common reference levels, established by the CEFR to define proficiency in the different language skills at six levels. Many countries across Europe have used these levels as a benchmark for their own curriculum and assessment. At the moment France is realigning its system for foreign language learning with the CEFR and has set as a target that pupils by the end of primary schooling should have attained level A1 and by the end of compulsory schooling have reached at least A2 in a second foreign language and B1 in the first foreign language (normally English).

8 The purpose of this slide is to show that from the earliest stages of planning the CfE Modern Languages Framework, the intention was to relate the levels of the framework to the corresponding levels of the CEFR. In the CEFR, competence at level A describes a ‘Basic User’ of the language being learned and this represents a significant level of competence. The experiences and outcomes in the CfE Modern Languages Framework have been aligned with the CEFR levels in such a way that the levels of proficiency expected at P7/S1 equates approximately to level A1 (Breakthrough) and the level expected at S3 equates to level A2 (Waystage). It would be advisable to use from the above slide the CEFR description of performance at levels A1 and A3 and consider these alongside the description of performance in Listening and Talking at 2nd and 4th levels in the CfE Modern languages 3-15 Framework.

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