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Open in new tab Introductory Guide to the
Common European Framework
of Reference (CEFR)
for English Language Teachers
What is the Common European Framework of Reference?
The Common European Framework of Reference gives you a detailed description of learner level by skill,
in a language-neutral format. It is a useful reference document for school directors, syllabus designers,
teachers, teacher trainers and proficient learners.
The CEFR has three broad bands – A, B and C. Very loosely, you can see these as similar to Beginner,
Intermediate and Advanced – though the CEFR levels are more precise than these terms (and calls them
Basic, Independent, and Proficient). Each of those bands is divided into two, giving us six main levels.
Level
General description
Cambridge English Exam
C2
Mastery
C1
Effective
Operational
Proficiency
Highly proficient – can use English
very fluently, precisely and sensitively
in most contexts
Cambridge English: Proficiency
Able to use English fluently and flexibly
in a wide range of contexts
Cambridge English: Advanced
B2
Vantage
Can use English effectively, with some
fluency, in a range of contexts
Cambridge English: First/First for Schools
B1
Threshold
Can communicate essential points
and ideas in familiar contexts
Cambridge English: Preliminary/
Preliminary for Schools
A2
Waystage
Can communicate in English within
a limited range of contexts
Cambridge English: Key/Key for Schools
Cambridge English: Flyers
A1
Breakthrough
Can communicate in basic English
with help from the listener
Cambridge English: Movers
Cambridge English: Starters
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Why do we need the CEFR?
Even among teachers of the same language in similar contexts there can be a lot of variety in what is meant by
terms like ‘beginner’, ‘intermediate’ or ‘advanced’. This variability increases significantly across different languages,
in different countries, with different age ranges of learners, etc. The CEFR makes it easier for all of us to talk about
language levels reliably and with shared understanding.
Is it just about levels?
The CEFR has been very significant in language learning and teaching because its impact goes beyond merely
describing learner levels. It has underpinned a particular approach to language learning as the one most
commonly recommended or expected in language teaching today. This approach is based on the notion
of communicative proficiency – the increasing ability to communicate and operate effectively in the target
language. The descriptions of levels are skills-based and take the form of Can Do statements, as in the examples
below. These descriptions of ability focus on communicative purpose and make for a very practical approach,
which looks at what people can do – rather than on specific linguistic knowledge.
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© Cambridge University Press 2013 Examples of Can Do statements from the CEFR
Can describe in simple terms aspects of his/her background, immediate environment and matters in areas
of immediate need. [A2, Global Scale]
Can understand enough to follow extended speech on abstract and complex topics beyond his/her own
field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar.
[C1, Listening]
Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and
implicit as well as explicit meaning. [C2, Reading]
Can write personal letters and notes asking for or conveying simple information of immediate relevance,
getting across the point he/she feels to be important.
[B1, Written interaction]
Can use stock phrases (e.g. “That’s a difficult question to answer”) to gain time and keep the turn whilst
formulating what to say. [B2, Turntaking]
What is it used for?
The CEFR is used for many different practical purposes:
developing syllabuses
creating tests/exams
marking exams
evaluating language learning needs
designing courses
developing learning materials
describing language policies
continuous/self-assessment
teacher training programmes
We will look later at how it can be useful to you as a teacher.
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© Cambridge University Press 2013 Progressing through the CEFR levels
The CEFR helps us understand the different levels of language proficiency. It also helps us understand how
learners progress through the levels.
Cambridge English Language Assessment estimates that learners typically take the following guided
learning hours to progress between levels. ‘Guided learning hours’ means time in lessons as well as tasks
you set them to do. You will notice that it takes longer to progress a level as learners move up the scale.
Of course, learners will vary in how long they take depending on many factors.
CEFR Level
Guided Learning Hours
C2
C1
B2
B1
A2
A1
Approximately 1,000–1,200
Approximately 700–800
Approximately 500–600
Approximately 350–400
Approximately 180–200
Approximately 90-100
This means that many learners will follow more than one course to progress from one level to the next.
We can also use the ‘+’ to indicate the top half of a level. For example, ‘B1+’ means the top half of the B1
range. You will find this convention followed on Cambridge course books.
We are also working on a project to define in more detail the linguistic knowledge typically mastered at
each CEFR level – for English. This programme is called English Profile and there’s more information on this
later in this booklet. This more precise information helps teachers get a better idea of how to break down
the learning for each CEFR level into different classes within their school or college.
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© Cambridge University Press 2013 The CEFR Global Scale
You will find the Global Scale is a useful starting point:
C2
C1
B2
B1
A2
• Can understand with ease virtually everything heard or read.
• Can summarise information from different spoken and written sources, reconstructing arguments
and accounts in a coherent presentation.
• Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of
meaning even in more complex situations.
• Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
• Can express him/herself fluently and spontaneously without much obvious searching for
expressions.
• Can use language flexibly and effectively for social, academic and professional purposes.
• Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organisational patterns, connectors and cohesive devices.
• Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialisation.
• Can interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers quite possible without strain for either party.
• 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 the main points of clear standard input on familiar matters regularly encountered
in work, school, leisure, etc.
• Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
• Can produce simple connected text on topics, which are familiar, or of personal interest.
• Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
• Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography, employment).
• Can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters.
• Can describe in simple terms aspects of his/her background, immediate environment and matters
in areas of immediate need.
• Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type.
A1
• Can introduce him/herself and others and can ask and answer questions about personal details
such as where he/she lives, people he/she knows and things he/she has.
• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
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© Cambridge University Press 2013