Teacher’s

Guide
to the
Common
European
Framework

1
 A Teacher’s Guide to the
Common European Framework

Introduction Table of Contents

Since its publication in 2001, the Common All of the topics listed below are addressed
European Framework of Reference for in this guide. Throughout we have provided
Languages: Learning, Teaching, Assessment quick reference tabs so you can find the
(CEF) has had a wide-ranging impact on the information you need easily. At the end of
teaching and learning of languages around some sections we have also addressed some
the world. Many ministries of education, frequently asked questions about the CEF.
local education authorities, educational
institutions, teachers’ associations, and
Part 1: What is the Common European
publishers use the CEF, and it will continue
Framework and how did it
to have an impact for many years to come.
evolve?
In its own words, the CEF “provides a A. A common reference for
common basis for the elaboration of describing language learning,
language syllabuses, curriculum guidelines, teaching, and assessment
examinations, textbooks, etc.” (CEF: 2001: 1) For B. Understanding and using the
many teachers and learners, though, there Global Scale
is some misunderstanding as to what the C. Frequently asked questions
context, aims, and benefits of the CEF are.
The purpose of this guide is to give teachers
and learners insight into the CEF and to show Part 2: How can teachers make use of
how it can have a positive impact on learning, the CEF to help achieve their
teaching, and assessment. classroom goals?
A. Understanding the benefits for
This guide is not intended to replace a more teachers
in-depth reading of the CEF itself, nor can it B. Using the CEF to “map” a journey
provide all the answers to questions you or
C. Defining how long it will take to
your learners may have. However, we hope
reach each CEF level
that you will find this introduction useful if
you are considering the CEF as a classroom D. Using CEF-referenced course
tool. books

Pearson Longman Part 3: How can the CEF help students

reflect on their learning?
A. Encouraging reflection
B. Language Portfolios and the CEF

Part 4: Further suggestions

3
Part 1: What is the Common Reflecting this, the Council of Europe developed the
Common European Framework of References for
European Framework and how did
Languages to establish international standards for
it evolve? learning, teaching, and assessment for all modern
A. A common reference for describing European languages.
language learning, teaching, and assessment.
B. Understanding and using the Global Scale
People have been learning, teaching, and assessing
language for centuries. In this long history, there have The Common European Framework describes what a
been as many different ways of teaching as there have learner can do at six specific levels: A1, A2, B1, B2, C1,
been ways of describing levels of language learning and C2.
and assessment. Even today, schools, universities, and
• Basic User (A1 and A2)
language academies use many different methodologies Quick reference:
and many ways to describe proficiency levels. What • Independent User (B1 Common reference
may be an intermediate level in one country may be an and B2) levels in the Global
Scale range from A1
upper-intermediate level in another. Levels may vary • Proficient User (C1 and C2) to C2.
even among institutions in the same area.
Consider how you would describe to a learner what These levels match general concepts of basic,
you mean by intermediate: intermediate, and advanced and are often referred
to as the Global Scale. For each level, the full CEF
• What is an intermediate level? document complements this by describing in depth
Quick Reference:
• What does intermediate mean Several issues • Competencies necessary for effective communication.
to you as a teacher and to your become apparent
when trying to • Skills and knowledge related to language learning
learners?
describe levels of and competencies.
• Does intermediate refer to how language learning,
teaching, and • Situations (people, place, time, organization, etc.)
a learner communicates in an assessment. and contexts (study, work, social, tourism, etc.) in
everyday situation in an English-
which communication takes place.
speaking country, to the amount
of vocabulary a person has learned to use, or to the The Global Scale is not language-specific. In other
grammar items a person at that level understands? words, it can be used with virtually any language and
• How can we assess a learner’s achievement at an can be used to compare achievement and learning
intermediate level if we don’t define exactly what across languages. For example, an A2 in Spanish is the
we mean by intermediate? same as an A2 in Japanese or English.
The Global Scale also helps teachers, academic
Comparing levels becomes even
Quick Reference:
coordinators, and course book writers to decide
more difficult when comparing
on curriculum and syllabus content and to choose
someone who is learning English to Levels can mean
different things appropriate course books, etc.
someone who is learning another among different
language, for example, French. Can institutions and in “Can do” statements
we directly compare the proficiency different countries.
level of an advanced English The Global Scale is based on a set
of statements that describe what Quick Reference:
student to that of an advanced French student? Common reference
a learner can do. The “can do”
In order to facilitate both teaching and learning, we levels are based on
statements are always positive: they statements of what
need a way to specify what our learners are able to do describe what a learner is able to a learner can do at
at certain levels. As teachers, we also need to know do, not what a learner cannot do or each level.
how these levels can guide our teaching and the way does wrong. This helps all learners,
we select course books and resources. In short, we even those at the lowest levels, see that learning has
need a common language by which we can describe value and that they can attain language goals.
language learning, teaching, and assessment.

In most countries there is general agreement that The following table describes each of the
language learning can be organized into three six levels of the Global Scale.
levels: basic/beginner, intermediate, and advanced.


Common Reference Levels - The Global Scale
• Can understand with ease virtually everything heard or read.
C2 • Can summarize 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.
Proficient • Can understand a wide range of demanding, longer texts, and recognize implicit
meaning.
C1 • 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 organizational 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 specialization.
B2 • 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.
Independent • Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc.
B1 • Can deal with most situations likely to arise while 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 and 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,
A2 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.
Basic
• Can understand and use familiar everyday expressions and very basic phrases
A1 aimed at the satisfaction of needs of a concrete type.
• 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.

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment has been developed by the Language
Policy Division of the Council of Europe (Strasbourg) (c) 2001 Council of Europe, Language Policy Division

5
Self-Assessment Grids Q: Is the CEF a teaching methodology?
Students may find the language used in the Global A: No, the CEF isn’t a methodology, and it doesn’t
Scale a little complicated. For this reason, when using prescribe a way of teaching. It is a descriptive
the Global Scale to provide a self-assessment grid for framework for all language levels. How you teach
learners, teachers may wish to simplify the language. the levels is up to you. The CEF leaves plenty of
Then students will be able to understand what their room for you to help your learners achieve new
level is and where they will go next with their language levels of proficiency using a methodology that you
learning and use. feel comfortable with and that your learners are
A self-assessment grid for B1 level learners (for used to.
listening) looks like this: Q: There is no specific grammar or vocabulary in
the CEF “can do” statements. Does this mean
that grammar shouldn’t be taught if we use
• I can understand the main points of clear, the CEF as a basis?
standard speech on familiar matters regularly
B1 encountered in work, school, leisure, etc. A: The CEF deliberately does not refer to grammar or
• I can understand the main points of many structures. It is designed to describe how language
Listening radio or TV programs on current affairs or
topics of personal or professional interest users communicate and how they understand
when the delivery is relatively slow and clear. written and spoken texts. As it is used to describe
and compare European languages, we cannot hope
to provide a detailed list of grammar structures.
Self-assessment grids encourage learners to reflect on However, learners do need to know about language
their current and future levels and are used as part of a systems (grammar, vocabulary, etc.) in order to
Language Portfolio (discussed in more detail in Part 4). learn. A good course book linked to the CEF will
provide all the language input necessary. The “can
However, the CEF is more than Quick Reference: do” statements complement more specific language
the Global Scale. The CEF goes The Global Scale in areas.
further by breaking down the the CEF is the starting
Global Scale into more descriptive point for looking at
specific language
scales covering three areas of descriptors.
Part 2: How can teachers make use
communication: of the CEF to achieve their classroom
goals?
• Understanding (Listening and Reading)
• Speaking (Spoken Interaction and Spoken
A. Understanding the benefits for teachers
Production) If you choose to use the CEF as a reference point for
• Writing your classroom, here are some of the benefits related
to using a common framework:
These descriptors are adapted for self-assessment and
1. Teachers have access to a meaningful and useful
are often used as the basis for course book design
point of reference that is understood globally and
and curriculum design, and for defining the content of
that informs their decisions on measuring language
levels based on the Global Scale. See pages 8-9 for the
knowledge and skills.
complete CEF self-assessment grid.
2. Teachers receive a detailed description of learning,
C. Frequently asked questions teaching, and assessing languages, how learners
Q: Why a Common European Framework? compare to a set of competencies, and how they
I don’t teach or study in Europe! carry out communicative tasks.
A: The Common European Framework is not a 3. Teachers and learners move toward specific levels
political or cultural tool used to promote Europe and specific goals of those levels.
or European educational systems. The word 4. Teachers may want to select teaching materials
European refers to European languages, although (course books and resources) that are referenced to
the CEF has now been translated into more than 30 the CEF.
languages, including non-European languages such 5. CEF levels provide an indication of performance
as Arabic and Japanese, making it accessible to and ability to function in communicative contexts in
nearly everyone around the world. a foreign language.

6
6. There are no requirements in the CEF; it is a the ascent gets harder the higher you climb. It does
framework of reference. It is up to the teacher and not take the same amount of time to reach each level.
learner to plot a course for language development. It will take longer to get to B2 from B1 than it does to
The CEF does not tell them what to do or how get to A2 from A1.
to do it. A principle reason for this is that as the learner
7. The CEF invites practitioners (all those involved in progresses with the language, he or she needs to
teaching and learning a language) to reflect on their acquire a larger range of language knowledge and
approach to teaching, learning, and assessment. competencies. Also, when going beyond B1 level, most
learners reach a linguistic plateau, and acquisition
B. Using the CEF to “map” a journey slows. Teachers are of course aware of this and
understand that the language learning process is a
We can view the CEF as a tool for “mapping” a
continual and very individualized one.
learner’s journey in learning a language. In many ways
the CEF is similar to a road map. A road map shows Because no two learners develop
Quick reference:
you how to get from point A to point B. It presents their language skills in the same It is difficult to
possible routes but does not specify which one you way or at the same pace, it is define the amount
should follow, nor does it determine the length of difficult to define the exact amount of time needed to
your journey. reach CEF level. The
of time needed to reach each level. number of hours is
The Association of Language different for every
Similarly, the CEF shows us a path learner.
Quick reference: Testers of Europe (ALTE),
to follow for learning a language
Think of the CEF as a whose members have aligned
but doesn’t take us on the journey.
road map. Teachers their language examinations with the CEF, provides
There are many reasons for and learners might
guidance on the number of guided teaching hours
learning a language, and language use it to find the
best route for their needed to fulfill the aims of each CEF level:
is used in a variety of contexts. journey.
The CEF may be used to view
language in different contexts, A1 Approximately 90 - 100 hours
and it provides specific descriptor scales for specific
contexts of language use (business, social, etc.). A2 Approximately 180 - 200 hours
Learners can start their journey at the A1 level as a B1 Approximately 350 - 400 hours
beginner and finish at the C2 level as a master of the B2 Approximately 500 - 600 hours
language. They may choose to stop at one of the levels
when their purposes have been met or their goals C1 Approximately 700 - 800 hours
attained. (Most learners do not progress beyond the C2 Approximately 1,000 - 1,200 hours
B2 level.)
How learners reach the different levels depends
Guided teaching hours are the hours during which
on many factors, including teaching methodology,
the learner is in a formal learning context such as the
students’ motivation, their reason or purpose for
classroom. The number of hours needed for different
learning, the course book and materials used, the
learners varies greatly, depending on a range of factors
amount of time taken, and others.
such as
C. Defining how long it will take to reach • age and motivation
each CEF level
• background
As mentioned before in this guide,
• amount of prior study and extent of exposure to the
one of the main concerns of teachers Quick reference:
language outside the classroom
is how long it takes to reach each Learning a
level. At first glance, the CEF appears language is • amount of time spent in individual study
like climbing a
to be like a staircase with each step mountain: The Learners from some countries and cultures may take
the same distance from the next (A1 higher you go, the
harder it gets. longer to acquire a new language, especially if they
eto A2 to B1 to B2, etc.). This might have to learn to read and write with a Latin script.
seem to indicate that each step or
level should be achieved in an equal amount of time.
But learning a language is like climbing a mountain: (Continued on page 10)

7
 CEF Self-Assessment Grid
A1 A2 B1

Listening • I can recognize familiar words • I can understand phrases • I can understand the main
and very basic phrases concerning and the highest frequency points of clear standard speech
myself, my family and immediate vocabulary related to on familiar matters regularly
concrete surroundings when areas of most immediate encountered in work, school,
U people speak slowly and clearly. personal relevance (e.g. very leisure, etc.
N basic personal and family • I can understand the main point
D information, shopping, local of many radio or TV programs
area, employment). on current affairs or topics
E
• I can catch the main point in of personal or professional
R short, clear, simple messages interest when the delivery is
S and announcements. relatively slow and clear.
T
A Reading • I can understand familiar • I can read very short, simple • I can understand texts that
N names, words and very simple texts. consist mainly of high frequency
sentences, for example on everyday or job-related
D notices and posters or in
• I can find specific, predictable
language.
I catalogs.
information in simple
everyday material such as • I can understand the description
N advertisements, prospectuses, of events, feelings and wishes in
G menus and timetables and I personal letters.
can understand short simple
personal letters.

Spoken • I can interact in a simple way • I can communicate in simple • I can deal with most situations
Interaction provided the other person is and routine tasks requiring a likely to arise while traveling in
prepared to repeat or rephrase simple and direct exchange of an area where the language is
things at a slower rate of speech information on familiar topics spoken.
and help me formulate what I’m and activities.
• I can enter unprepared into
trying to say. • I can handle very short social conversation on topics that are
S • I can ask and answer simple exchanges, even though I can’t familiar, of personal interest or
questions in areas of immediate usually understand enough to
P pertinent to everyday life (e.g.
need or on very familiar topics. keep the conversation going family, hobbies, work, travel
E myself. and current events).
A
K • I can use simple phrases and
Spoken • I can use a series of phrases and • I can connect phrases in a
I Production sentences to describe where I sentences to describe in simple simple way in order to describe
N live and people I know. terms my family and other experiences and events, my
people, living conditions, my dreams, hopes and ambitions.
G educational background and my • I can briefly give reasons and
present or most recent job. explanations for opinions and
plans.
• I can narrate a story or relate
the plot of a book or film and
describe my reactions.

Writing • I can write a short, simple • I can write short, simple notes • I can write simple connected
postcard, for example sending and messages relating to text on topics which are familiar
W holiday greetings. matters in areas of immediate or of personal interest.
R • I can fill in forms with personal
needs.
• I can write personal letters
I details, for example entering my • I can write a very simple describing experiences and
name, nationality and address personal letter, for example impressions.
T thanking someone for
on a hotel registration form.
I something.
N
G


 B2 C1 C2
• I can understand extended • I can understand extended • I have no difficulty in
speech and lectures and follow speech even when it is not understanding any kind of
even complex lines of argument clearly structured and when spoken language, whether
provided the topic is reasonably relationships are only implied live or broadcast, even when
familiar. and not signaled explicitly. delivered at fast native speed,
• I can understand most TV news • I can understand television provided.
and current affairs programs. programs and films without too • I have some time to get familiar
• I can understand the majority of much effort. with the accent.
films in standard dialect.

• I can read articles and reports • I can understand long and • I can read with ease virtually all
concerned with contemporary complex factual and literary forms of the written language,
problems in which the writers texts, appreciating distinctions including abstract, structurally
adopt particular attitudes or of style. or linguistically complex texts
viewpoints. • I can understand specialized such as manuals, specialized
• I can understand contemporary articles and longer technical articles and literary works.
literary prose. instructions, even when they do
not relate to my field.

• I can interact with a degree of • I can express myself fluently • I can take part effortlessly in any
fluency and spontaneity that and spontaneously without conversation or discussion and have
makes regular interaction with much obvious searching for a good familiarity with idiomatic
native speakers quite possible. expressions. expressions and colloquialisms.
• I can take an active part in • I can use language flexibly • I can express myself fluently and
discussion in familiar contexts, and effectively for social and convey finer shades of meaning
accounting for and sustaining professional purposes. precisely. If I do have a problem
my views. • I can formulate ideas and I can backtrack and restructure
opinions with precision and around the difficulty so smoothly
relate my contribution skillfully that other people are hardly aware
to those of other speakers. of it.

• I can present clear, detailed • I can present clear, detailed • I can present a clear, smoothly-
descriptions on a wide range of descriptions of complex flowing description or argument
subjects related to my field of subjects integrating sub-themes, in a style appropriate to the
interest. developing particular points context and with an effective
• I can explain a viewpoint and rounding off with an logical structure which helps
on a topical issue giving the appropriate conclusion. the recipient to notice and
advantages and disadvantages remember significant points.
of various options.

• I can write clear, detailed text • I can express myself in clear, • I can write clear, smoothly-flowing
on a wide range of subjects well-structured text, expressing text in an appropriate style.
related to my interests. points of view at some length. • I can write complex letters,
• I can write an essay or report, • I can write about complex reports or articles which present
passing on information or giving subjects in a letter, an essay a case with an effective logical
reasons in support of or against or a report, underlining what I structure which helps the
a particular point of view. consider to be the salient issues. recipient to notice and remember
• I can write letters highlighting significant points.
• I can select style appropriate to
the personal significance of the reader in mind. • I can write summaries and reviews
events and experiences. of professional or literary works.

9
(Continued from page 8) what the framework means to them so that they
You may want to begin your evaluation of how many can use self-assessment and learner autonomy to
hours are needed by looking at the number of teaching become more effective learners inside and outside the
hours allotted in your courses. Then see how that classroom.
number corresponds to the number of approximate At Pearson Longman we firmly believe that Great
hours it takes to get from one level of CEF to the next. Teachers Inspire - Great Teachers Motivate. Inspired
Note that each designated CEF level covers a range and motivated learners take control of their learning
of proficiency and achievement levels. Your course and become more effective autonomous learners.
levels may correspond to the higher or lower end of Teachers play an incredibly important role in the lives
this range, or to both. Pearson Longman course books of our learners, because learners view their teachers
cover the range of proficiency and achievement in as the source of inspiration and knowledge. Through
each CEF level. In most cases, a course book will learner training we can help learners understand how
be used over a number of course levels, allowing all they learn and how they can acquire useful tools that
students to achieve proficiency over a period of time. will enhance their progress.

D. Using CEF-referenced course books A. Encouraging Reflection

For many teachers and curriculum planners, one You may want to ask your students
difficulty with any framework (not just the CEF) to reflect on their learning. Learners, Quick Reference:
Students can be
is deciding how to match the levels to an existing especially children, often have encouraged to
curriculum and classroom goals. By comparing the little knowledge about the learning reflect on their
content of your course to the CEF, you can define process. If they don’t understand learning.

what language skills, vocabulary, grammar, and in concrete terms what learning a
communicative functions will be covered. language involves, they will have trouble deciding
on their goals and evaluating their current levels.
Course books and supplementary materials that are The following guidance may help to encourage self-
referenced to the CEF can help the teacher achieve his reflection and facilitate learner training:
or her classroom goals. Pearson Longman has helped
by aligning course books with the CEF. This helps Tip 1 Ask learners concrete questions (and
the teacher decide whether the content of the course give examples of possible answers) to help them
book (topics, language covered, etc.) fits classroom understand the benefits of reflection. Depending on
goals and learners’ needs and whether the level is their level and age, for students in monolingual groups
appropriate. you may have to introduce the concepts in their
Teachers know their classroom mother tongue. Here are some examples of questions
goals better than anyone else. Quick Reference: to begin with:
Working with other teachers in Working together
teachers can decide To help them reflect on general learning ability:
your institution as a group, you how the CEF fits their What do you think are your strengths as a student?
may want to read through the classroom goals.
levels in the CEF Global Scale and What do you think are your weaknesses as a student?
self-assessment grids (as a minimum) and decide how How do you see yourself as a language learner?
you think they fit the classroom goals, the curriculum, What expectations do you have of the language teacher?
the syllabus, and the course book you have chosen.
To help them reflect on learning a language and
aims:
Part 3: How Can Teachers Help Their What do you find easy or difficult about learning a
Students to Learn? language?
Most of our discussion of the Quick Reference: How can you improve your study habits working
CEF so far has focused on Learners need to
individually or in a group?
helping teachers understand understand CEF levels, Questioning can be done in small groups so that
self-assessment ,
the basic concepts behind the and how to become
learners can share their thoughts with their peers.
CEF and Global Scale. However, reflective and Remember that students from some cultures may
at the center of the learning autonomous. not feel comfortable or ready to share their thoughts.
process and the framework itself You’ll need to deal with their hesitation carefully and
is the learner. It is important that learners understand sensitively.

10
 Tip 2 Have learners keep a record of their (often called My Learning Progress) and score
charts to check their progress throughout the
reflections in a learner’s diary for future reference.
course.
These can become part of their Language Portfolio
(covered in more depth in Part 4). 3. The Language Dossier–This is a collection of
learners’ work from throughout the course. Each
Tip 3 Introduce the concept and benefits of the student is responsible for compiling the dossier and,
CEF as a road map. Most learners, even children, with the teacher’s guidance, selecting examples
understand the concept of a road map. If you offer of work that best represents his or her personal
them a clear, understandable example, they will achievements. The dossier can include work taken
quickly grasp the concept. from course book activities, the workbook, or extra
resource sheets. It can include individual or group
Tip 4 A K.I.S.S. (Keep It Short and Simple) work and can be compiled in written, audio, or
approach is best. Introduce elements gradually, video form.
particularly the self-assessment grids and descriptor
scales. Explain that the self-assessment grids focus Part 4: Further Suggestions
on everyday situations and tasks. Learners are far Here are some further suggestions for bringing the
more likely to understand the level system when it’s CEF to life in the classroom:
presented in these terms instead of as an abstract
linguistic tool. Take a little time to read the complete document. It
can be hard, but it will reward the reader with useful
B. Language Portfolios and the CEF insights. The supporting Guide for Users is a good
starting point and an easier read. You can download
Language Portfolios are another primary way in which
it at:
students may wish to make use of the CEF. Language
Portfolios are designed to help learners become more www.coe.int/T/DG4/Portfolio/documents/
conscious of their language learning and to encourage Guide-for-Users-April02.doc
them to monitor their own progress. They encourage
students to engage in self-assessment using “can do”
statements. They promote creativity and help students Go ahead and personalize the CEF. You may want
explore their interests and understand their profiles to explore ways to relate the CEF to learners’ own
as language learners. Language Portfolios are the interests and contexts. Use cartoons, games, and role
property of the learners. They allow learners to take play to help young learners contextualize and explore
control of their learning and to showcase examples of the CEF. Ask your business English learners to write a
their best work. Many Pearson Longman course books profile of what they need English for in their job. Then
now incorporate Language Portfolios into the learning match the CEF to their perceptions and reflections. As
process. in any classroom context, the only limitation is your
own imagination!
Each Language Portfolio is made up of three
parts: Celebrate success! We all recognize that reward
and motivation are extremely important parts of the
1. The Language ‘Passport’–In this part of the learning process. Learners need to feel an internal
portfolio learners reflect on their language learning motivation to continue succeeding. When they have
experiences, define their language learning needs, reached different levels in the CEF, celebrate! They
and plan a learning route. They can also summarize will feel even more motivated to continue.
their intercultural experiences and their exposure
to the language in a variety of contexts. We are here to help. Pearson Longman is dedicated
to continuing teacher development and supporting
2. The Language Biography–This is a more detailed learning. We will continue to provide guidance and
look at the learner’s personal language learning resources on the CEF.
experiences. Learners are encouraged to look at
their own individual learning style and reflect on We hope this guide has inspired you to explore the
personal language learning objectives, usually by CEF in your classroom and in other language learning
listing them. Learners use self-assessment grids contexts. Good luck!

11
 Useful website links:

Pearson Longman CEF companion website:

http://www.longman.com/cef

The full Common European Framework document (in English):

http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Language Portfolio self-assessment grids and checklists:

http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/levels.html

12 0-13-236580-4