Educere Weekend Language Courses

Learning a new language for most people can be overwhelming and with so many terminologies around language levels, having clear and easy explanations of these terms will be a starting point. In line with this, we have put together a detailed write up that will help you understand these terms, understand how to assess your language level or that of your delegates. It will also show you how progression should be evaluated. From assessing the level of each student, participants, or team member, to determining the number of hours needed to reach proficiency in a foreign language, this write up gives you the framework you need to ensure your targets are met.

The most important acronym to know is the CEFR. The Common European Framework of Reference (CEFR) is an internationally recognized set of standards, put together by the Council of Europe between 1989 and 1996. The CEFR provides a basis for all language learners and language qualifications to measure their levels on an equal footing, thereby facilitating educational and occupational mobility, not only across Europe but across the world. At Lextorah School of Languages, we use the CEFR to benchmark all of our courses, levels, and language progression for all of our clients.

In this write-up, you will find a list of the CEFR levels, ‘can do’ statements explaining what a learner should be able to do at each level, how many hours of training are needed to reach a certain level, and how we assess progression throughout your language learning journey.

Can understand and use familiar everyday expressions and very basic phrases 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 clearly and is prepared to help.

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 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 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 a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear and well-structured text on complex subjects.

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.

The following ‘can do’ statements can be used by the learner to self-assess their linguistic and competence level. These provide a guide of what the learner should be able to do depending on his/her CEFR level for each of the four skills of Listening, Reading, Speaking and Writing.

Beginner (A1)

UNDERSTANDING

Listening: I can recognise familiar words and very basic phrases about myself, my family and immediate surroundings when people speak slowly and clearly.

Reading: I can understand familiar names, words and very simple job sentences, for example on notices and posters or in catalogues.

SPEAKING

Spoken Interaction: I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions on very familiar topics.

Spoken Production: I can use simple phrases and sentences to describe where I live and the people I know.

WRITING

Writing: I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

Elementary (A2)

UNDERSTANDING

Listening: I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

Reading: I can read short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, menus and timetables and I can understand short simple personal letters.

SPEAKING

Spoken Interaction: I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.

Spoken Production: I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job.

WRITING

Writing: I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something.

The following ‘can do’ statements can be used by the learner to self-assess their linguistic and competence level. These provide a guide of what the learner should be able to do depending on his/her CEFR level for each of the four skills of Listening, Reading, Speaking and Writing.

Intermediate (B1)

UNDERSTANDING

Listening: I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

Reading: I can understand texts that consist mainly of high-frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters.

SPEAKING

Spoken Interaction: I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

Spoken Production: I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

WRITING

Writing: I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

Upper Intermediate (B2)

UNDERSTANDING

Listening: I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.

Reading: I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.

SPEAKING

Spoken Interaction: I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in a discussion in familiar contexts, accounting for and sustaining my views.

Spoken Production: I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

WRITING

Writing: I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.

The following ‘can do’ statements can be used by the learner to self-assess their linguistic and competence level. These provide a guide of what the learner should be able to do depending on his/her CEFR level for each of the four skills of Listening, Reading, Speaking and Writing.

Advanced (C1)

UNDERSTANDING

Listening: I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.

Reading: I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialized articles and longer technical instructions, even when they do not relate to my field.

SPEAKING

Spoken Interaction: I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.

Spoken Production: I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.

WRITING

Writing: I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style appropriate to the reader in mind.

Proficient (C2)

UNDERSTANDING

Listening: I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.

Reading: I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.

SPEAKING

Spoken Interaction: I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.

Spoken Production: I can present a clear, smoothly flowing description or argument in a style appropriate to the context and with an effective logical structure that helps the recipient to notice and remember significant points.

WRITING

Writing: I can write clear, smoothly flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure that helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

Based on the CEFR recommendations, we recommend timescales to adequately cover each CEFR level in a mix of guided (class) study and self-study.

From assessing your training needs to ensure that the solution we offer matches your requirements, to evaluating the progress made by the end of each course, we constantly report on the return on investment of your language training expenditure.

Free consultation

We also invite all potential clients to receive a free language consultation with one of our linguistic experts. This discussion will establish desired learning outcomes, students/participants’ roles, timeframes, and specific goals, in order for us to assign the most appropriate tutor/instructor and to ensure your language training programme not only meets but exceeds your expectations. In addition to this, you will be asked to complete a formal needs analysis if appropriate.

Feedback

We liaise with both the tutors/instructors and students/participants respectively to gather feedback and first impressions after the first lesson. This information is collated and shared where necessary. We also gather feedback at the end of the course to constantly improve the quality of our courses.

Regular assessments

The tutor/instructor will conduct regular progress assessments (formal and informal) to track the students/participant’s progress and make recommendations on the next steps. This can be arranged for every block of 12 - 20 hours and highlights both areas of success and action points for future training.