Understand the CEFR levels – self-evaluation


The levels and skills are combined, in such a way that enables description of anyone’s communication capabilities.
This description is best shown by the self-evaluation table, published by CEFR and already translated into many languages.
Level – language skill – description.
The left side of the evaluation table… and the right.
The table exists in many languages. This translation in Esperanto is downloadable on the website edukado.net.
The descriptions are worded…
  • According to personal viewpoint (I….)
  • Positively (I can…)
  • How to talk about concrete actions:
    (I can read magazine articles, write postcards, etc…)

Description of the B1 level in conversation:
“I can grasp the majority of language situations, which can occur during a journey in a region where the language is spoken. I can spontaneously take part in conversation about known topics, everyday or belonging to my fields of interest (eg. Family, free time, work, travel and news.)

Combining the levels with the language skills is important, because it often shows that the language user often doesn’t have the same level in each skill.
For example, someone could have the levels:
  • B1 in listening
  • B2 in reading
  • A2 in communication and speaking
  • B1 in writing

What are your levels? And those of your learners?
In addition, not all types of learners have the same needs. For example, a student living abroad would probably need the levels:
  • B2 in listening
  • C1 in reading
  • B1 in conversation
  • B2 in public speaking (if he/ she has to give a talk about something)
  • C1 in writing (if he/ she has to write an essay)

What does the average tourist need? A professional tour guide? An esperantist who will soon take part in their first congress?

As shown by the descriptions in the self-evaluation, the CEFR describes communication as an action.
This point is linked with another important idea of the CEFR: the ‘tasks’ and their role in learning.