View source for Common European Framework of Reference for Languages

{{Short description|Language assessment rubric}}
{{redirect|CEFR|the Chinese nuclear reactor|China Experimental Fast Reactor|other uses|CEF (disambiguation)}}
{{Use dmy dates|date=December 2022}}
The '''Common European Framework of Reference for Languages: Learning, Teaching, Assessment''',<ref>{{cite book |last1=Council of Europe |year=2001 |title=''Common European Framework of Reference for Languages: Learning, Teaching, Assessment''|publisher=Council of Europe|url=https://www.coe.int/en/web/common-european-framework-reference-languages}}</ref> abbreviated in English as '''CEFR''', '''CEF''', or '''CEFRL''', is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates for education admission or employment. Its main aim is to provide a method of learning, teaching, and assessing that applies to all [[languages of Europe|languages in Europe]].
The CEFR was established by the [[Council of Europe]] between 1986 and 1989 as part of the "Language Learning for European Citizenship" project. In November 2001, a [[Council of the European Union#Resolutions|European Union Council Resolution]] recommended using the CEFR to set up systems of validation of language ability. The six reference levels (A1, A2, B1, B2, C1, C2) are becoming widely accepted as the European standard for grading an individual's [[language proficiency]].
==Development==
An [[International organization|intergovernmental]] symposium in 1991 titled "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification" held by the Swiss Federal Authorities in the Swiss municipality of [[Rüschlikon]] found the need for a common European framework for languages to improve the recognition of language qualifications and help teachers co-operate. A project followed to develop language-level classifications for certification to be recognised across Europe.{{sfn|Jean-Claude|2010|p=73}}
A preliminary version of the Manual for Relating Language Examinations to the Common European Framework of Reference for Languages (CEFR) was published in 2003. This draft version was piloted in a number of projects, which included linking a single test to the CEFR, linking suites of exams at different levels and national studies by exam boards and research institutes. Practitioners and academics shared their experiences at a colloquium in [[Cambridge]] in 2007 and the pilot case studies and findings were published in [[Studies in Language Testing]] (SiLT).<ref>{{Citation | title = Studies in Language Testing | volume = 33 | place = [[United Kingdom|UK]] | type = book description | isbn=9780521176842 | last1 = Martyniuk | first1 = Waldemar | date = 11 November 2010 }}.</ref> The findings from the pilot projects then informed the Manual revision project from 2008 to 2009.
==Theoretical background==
The CEFR divides general competences in ''knowledge'', ''[[Skill|skills]]'', and ''existential competence'' with particular communicative competences in ''[[linguistic competence]]'', ''sociolinguistic competence'' and ''pragmatic competence''. This division does not exactly match previously well-known notions of ''[[communicative competence]]'', but correspondences among them can be made.<ref>{{cite book |first1=Jimenez |last1=Carlos César |year=2011 |title=El Marco Europeo Común de Referencia para las Lenguas y la comprensión teórica del conocimiento del lenguaje: exploración de una normatividad flexible para emprender acciones educativas |type=Essay |publisher=Universidad Nacional Autónoma de México |url=http://www.juegosdelenguaje.com/papers/mecrl.pdf |page=11 |access-date=30 July 2011 |archive-date=5 August 2019 |archive-url=https://web.archive.org/web/20190805133204/http://www.juegosdelenguaje.com/papers/mecrl.pdf |url-status=dead }}</ref>
The CEFR has three principal dimensions: language activities, the domains in which the language activities occur, and the competencies on which a person draws when they engage in them.<ref name="coe">{{cite web|url=http://www.coe.int/t/dg4/education/elp/elp-reg/cefr_EN.asp|title=The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)|publisher=Council of Europe|access-date=2015-09-18}}</ref>
=== Language activities ===
The CEFR distinguishes four kinds of language activities: reception (listening and reading), production (spoken and written), interaction (spoken and written) and mediation (translating and interpreting).<ref name="coe"/>
=== Domains ===
General and particular communicative competencies are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public and personal. These largely correspond to [[Register (sociolinguistics)|register]].{{Citation needed|date=May 2021}}
=== Competencies ===
A language user can develop various degrees of competence in each of these domains and to help describe them, the CEFR has provided a set of six ''Common Reference Levels'' (A1, A2, B1, B2, C1, C2).<ref>{{Cite web |last=Kennedy |first=Shannon |date=June 7, 2023 |title=CEFR Levels: What They Are and How to Test Yourself |url=https://www.fluentin3months.com/cefr-levels/#top |access-date=June 28, 2024 |website=Fluent in 3 Months}}</ref>
==Common reference levels==
The Common European Framework divides learners into three broad divisions that can each be further divided into two levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. The following table indicates these levels.<ref>{{cite web|title=European language levels – Self Assessment Grid|url=https://europass.cedefop.europa.eu/resources/european-language-levels-cefr|archive-url=https://web.archive.org/web/20170128100545/http://europass.cedefop.europa.eu/resources/european-language-levels-cefr|archive-date=28 January 2017|url-status=live}} [https://europass.cedefop.europa.eu/sites/default/files/cefr-en.pdf Also available as PDF.]</ref>
{| class="wikitable"
|-
! Level group
! Level
! Description
|-
! rowspan=2 | A<br />Basic user
! A1<br />Breakthrough
| style="vertical-align:top" |
* Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
* Can introduce themselves to others and can ask and answer questions about personal details such as where they live, people they know and things they have.
* Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
|-
! A2<br />Waystage
| style="vertical-align:top" |
* 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 their background, immediate environment and matters in areas of immediate need.
|-
! rowspan=2 | B<br />Independent user
! B1<br />Threshold
| style="vertical-align:top" |
* 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 while travelling in an area where the language is spoken.
* Can produce simple connected text on topics that 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.
|-
! B2<br />Vantage
| style="vertical-align:top" |
* Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their 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.
|-
! rowspan=2 | C<br />Proficient user
! C1<br />Advanced
| style="vertical-align:top" |
* Can understand a wide range of demanding, longer clauses and recognise implicit meaning.
* Can express ideas 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.
|-
! C2<br />Mastery
| style="vertical-align:top" |
* 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 themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.
|}
These descriptors can apply to any of the languages spoken in Europe and there are translations in many languages.
==Relationship with duration of learning process==
Educational bodies for various languages have offered estimates for the amount of study needed to reach levels in the relevant language.
{|class="wikitable"
|-
!rowspan=2|Body !!rowspan=2| Language !!colspan=6| Cumulative hours of instruction to reach the level for an English speaker
|-
! A1 !! A2 !! B1 !! B2 !! C1 !! C2
|-
|[[Goethe-Institut]]<ref>{{Cite web|url=https://www.goethe.de/ins/gb/en/sta/lon/kur/faq.html|title=Frequently Asked Questions|publisher=Goethe-Institut|access-date=13 August 2022}}</ref>
|German
|60–150
|150–260
|260–490
|450–600
|600–750
|750+
|-
|[[Alliance française]]<ref>{{Cite web|url=https://afleeds.org.uk/faq|title=FAQ – Alliance Française de Leeds|publisher=Alliance Française de Leeds|access-date=1 May 2023}}</ref>
|French
|60–100
|160–200
|360–400
|560–650
|810–950
|1,060–1,200
|}
==Certification and teaching ecosystem enabled by the CEFR==
Multiple organisations have been created to serve as an umbrella for language schools and [[certification]] businesses that claim compatibility with the CEFR. For example, the European Association for Language Testing and Assessment (EALTA) is an initiative funded by the [[European Community]]<ref>{{cite web|url=http://www.ealta.eu.org/|title=European Association for Language Testing and Assessment|publisher=EALTA|access-date=2014-07-18}}</ref> to promote the CEFR and best practices in delivering professional language training. The Association of Language Testers in Europe (ALTE) is a consortium of academic organisations that aims at standardising assessment methods.<ref>{{cite web|url=http://www.alte.org/|title=Association of Language Testers in Europe|publisher=ALTE|access-date=2014-07-18}}</ref> Eaquals (Evaluation and Accreditation of Quality in Language Services) is an international association of institutions and organisations involved in language education, active throughout Europe and following the CEFR.<ref>{{cite web|url=http://eaquals.org/pages/7110|title=EAquals— Our aims|publisher=EAquals|access-date=2014-07-18|url-status=dead|archive-url=https://web.archive.org/web/20140714160512/http://eaquals.org/pages/7110|archive-date=14 July 2014}}</ref>
In France, the Ministry for Education has created a government-mandated certificate called CLES, which formalises the use of the CEFR in language teaching programmes in French higher education institutions.<ref>{{cite web|url=http://www.certification-cles.fr/index.php?cont_id=1&lang=en|archive-url=https://web.archive.org/web/20070518081354/http://www.certification-cles.fr/index.php?cont_id=1&lang=en|url-status=dead|archive-date=2007-05-18|title=Certificate de Compétences en Langues de l'Enseignement Supérieur|publisher=SPIRAL|access-date=2014-07-18}}</ref>
In Germany, Telc, a non-profit agency, is the federal government's exclusive partner for language tests taken at the end of the integration courses for migrants, following the CEFR standards.<ref>{{cite web|url=http://www.telc.net/en/about-telc/who-we-are/|title=The European Language Certificate|publisher=telc|access-date=2014-07-18}}</ref>
==Comparisons with other scales==
{{Split section|Comparisons of language assessment scales with CEFR scale|date=September 2021}}
===General scales===
====ACTFL====
The [[American Council on the Teaching of Foreign Languages]] has published a one-directional alignment table of levels according to its [[ACTFL Proficiency Guidelines]] and the CEFR levels. It is based on the work of the ACTFL-CEFR Alignment Conferences that started in 2010. Generally, the ACTFL is stricter with regard to receptive skills than productive skills, compared to the CEFR.<ref name="ACTFL_official" /> The following table may not be read as an indication of what ACTFL level follows from taking a CEFR-aligned test.
For convenience, the following abbreviations will be used for the ACTFL levels:
* NL/NM/NH – Novice Low/Mid/High
* IL/IM/IH – Intermediate Low/Mid/High
* AL/AM/AH – Advanced Low/Mid/High
* S – Superior
* D – Distinguished
{| class="wikitable"
! [[ACTFL Proficiency Guidelines|ACTFL]]<ref name="ACTFL_official">{{cite web |title=Assigning CEFR Ratings to ACTFL Assessments |url=https://www.actfl.org/uploads/files/general/Assigning_CEFR_Ratings_To_ACTFL_Assessments.pdf |website=actfl.org |publisher=ACTFL American Council on the Teaching of Foreign Languages |access-date=16 May 2023}}</ref>
! Correspondence with CEFR
|-
|0, NL, NM, NH
|0
|-
|IL
|A1
|-
|IM, IH
|A2
|-
|AL
|B1
|-
|AM, AH
|B2
|-
|S
|C1
|-
|D
|C2
|}
Similar correspondence has been proposed for the other direction (test aligned to CEFR) in a panel discussion at the Osaka University of Foreign Studies by one of the coauthors of the CEFR, Brian North. He stated that a "sensible hypothesis" would be for C2 to correspond to "Distinguished," C1 to "Superior," B2 to "Advanced-mid" and B1 to "Intermediate-high" in the ACTFL system.<ref>A reference of the talk can be found in the EP Bibliography of "English Profile", under "General materials" and then under North 2006, [http://www.englishprofile.org/index.php/resources/epbibliography Link to English Profile (Bibliography)]</ref>
This agrees with a table published by the American University Center of Provence giving the following correspondences according to "estimated equivalencies by certified ACTFL administrator":<ref>{{cite web |url=http://www.aucp.org/sous_pages/aix/Students_Aix_docs/TEF_Levels_and_Equivalencies.pdf |archive-url=https://web.archive.org/web/20140116123131/http://www.aucp.org/sous_pages/aix/Students_Aix_docs/TEF_Levels_and_Equivalencies.pdf |url-status=dead |archive-date=2014-01-16 |title=The correspondences are attributed by the center to an ACTFL administrator }}</ref>
{| class="wikitable"
|-
!CEFR
!ACTFL
|-
|A1
|NL, NM, NH
|-
|A2
|IL, IM
|-
|B1
|IH
|-
|B2
|AL, AM, AH
|-
|C1
|S
|-
|C2
|D
|}
The following table summarises three earlier proposed equivalences between CEFR and ACTFL. Some of them only refer to one activity (e.g. speaking).
{| class="wikitable"
! rowspan="2" |CEFR
! colspan="3" |Correspondence with [[ACTFL Proficiency Guidelines|ACTFL]]
|-
!{{small|Martínez, 2008}}<ref name=":0">{{cite book|last1=Baztán|first1=Alfonso Martínez|url=http://hera.ugr.es/tesisugr/17457853.pdf|title=La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER|publisher=Universidad de Granada|year=2008|isbn=978-84-338-4961-8|page=461|type=doctoral thesis}}</ref>
!{{small|Tschirner, 2005}}{{refn|{{Cite journal|last=Tschirner|first=Erwin|date=February 2005|title=Das ACTFL OPI und der Europäische Referenzrahmen|url=http://www.babylonia-ti.ch/BABY205/PDF/tschirner.pdf|journal=Babylonia|language=de|archive-url=https://web.archive.org/web/20060313041051/http://www.babylonia-ti.ch/BABY205/PDF/tschirner.pdf|archive-date=13 March 2006}} Also quoted in {{harvnb|Baztán|2008|p=468}}}}
!{{small|Buitrago, 2006}}{{refn|Buitrago (unpublished, 2006) as quoted in {{harvnb|Baztán|2008|pp=469–70}}}}
|-
|A1
|NL, NM
|
|
|-
|A1
|NH
|NH
|NL
|-
|A2
|IL, IM
|IM
|NM
|-
|B1
|IM, IH
|IH
|IL
|-
|B2
|IH, AL
|AM
|IM, IH
|-
|C1
|AM, AH
|AH
|AL, AM, AH
|-
|C2
|AH, S
|S
|S
|}
====ILR====
The French Academy Baltimore suggests the following different equivalence:<ref>{{Cite web|url=https://french-baltimore.com/about-us/the-cecr/index.html|title=French Classes in Baltimore / French Academy DC MD VA|website=french-baltimore.com}}</ref>
{| class="wikitable"
|-
!CEFR
![[ILR scale|ILR]]
|-
| A1
| 0–1
|-
| A2
| 1+
|-
| B1
| 2–2+
|-
| B2
| 3–3+
|-
| C1
| 4
|-
| C2
| 4+
|}
A study by Buck, Papageorgiou and Platzek<ref>{{cite web|url=http://www.ealta.eu.org/conference/2008/docs/friday/Bucketal.pdf |title=PowerPoint Presentation |access-date=2013-05-02}}</ref> addresses the correspondence between the difficulty of test items under the CEFR and ILR standards. The most common ILR levels for items of given CEFR difficulty were as follows:
* Reading—A1: 1, A2: 1, B1: 1+, B2: 2+, C1: 3
* Listening—A1: 0+/1, A2: 1, B1: 1+, B2: 2, C1: 2+ (at least)<ref>Level 2+ was the highest possible classification for listening items.</ref>
====Canada====
As Canada increasingly uses the CEFR, Larry Vandergrift of the University of Ottawa has proposed Canadian adoption of the CEFR in his report ''Proposal for a Common Framework of Reference for Languages for Canada'' published by [[Heritage Canada]].<ref>{{cite web |url=http://www.bcatml.org/Vandergrift-CEFRinCanada.pdf |title=New Canadian Perspectives: Proposal for a Common Framework of Reference For Languages for Canada (archived) |work=Canadian Heritage |access-date=15 July 2017 |url-status=dead |archive-url=https://web.archive.org/web/20110725045524/http://www.bcatml.org/Vandergrift-CEFRinCanada.pdf |archive-date=25 July 2011 }}</ref><ref name="autogenerated1">{{cite web |url=http://elp-implementation.ecml.at/IMPEL/Documents/Canada/ProposalofaCFRforCanada/tabid/122/language/fr-FR/language/en-GB/Default.aspx |title=Proposal of a CFR for Canada |publisher=Elp-implementation.ecml.at |access-date=2011-08-14 |archive-url=https://web.archive.org/web/20110815151042/http://elp-implementation.ecml.at/IMPEL/Documents/Canada/ProposalofaCFRforCanada/tabid/122/language/fr-FR/language/en-GB/Default.aspx |archive-date=15 August 2011 |url-status=dead }}</ref> This report contains a comparison of the CEFR to other standards in use in Canada and proposes an equivalence table.
{| class="wikitable"
|-
!CEFR
![[Interagency Language Roundtable scale|ILR]]
![[ACTFL Proficiency Guidelines|ACTFL]]
!NB OPS<ref>{{cite web |url=https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/eval/FSLOralProficiency.pdf |title=New Brunswick Second Language Oral Proficiency Scale |publisher=www.gnb.ca/en/departments/ed (GNB Department of Education and Early Childhood Development) |access-date=2023-08-05}}{{cite web |url=https://www2.gnb.ca/content/gnb/en/departments/finance/human_resources/content/employment/content/scale.html |title=Oral Language Proficiency Scale |date=16 December 2019 |publisher=www.gnb.ca/en/departments/finance/human_resources (GNB Finance and Treasury Board, Linguistic Services) |access-date=2023-08-05}}{{cite web |url=https://www2.snb.ca/content/dam/snb/language/linguistic_services-e.pdf |title=Information Booklet — Language Proficiency Guide: Oral, Reading, Writing. Linguistic Services, Finance and Treasury Board, January 2022 |website=www2.gnb.ca |publisher=GNB Finance and Treasury Board |access-date=2023-08-05}}</ref>
![[Canadian language benchmarks|CLB]]
![[Public Service Commission of Canada|PSC]] PSC<ref>{{cite web|url=http://www.tbs-sct.gc.ca/gui/squn03-eng.asp |title=Qualification Standards 3 / 3 |publisher=Tbs-sct.gc.ca |date=15 April 2013 |access-date=2013-05-02}}</ref>
|-
|A1
|0/0+/1
|Novice (Low/Mid/High)
|Unrated/0+/1
|1/2
|A
|-
|A2
|1+
|Intermediate (Low/Mid/High)
|1+/2
|3/4
|B
|-
|B1
|2
|Advanced Low
|2+
|5/6
|C
|-
|B2
|2+
|Advanced Mid
|3
|7/8
|
|-
|C1
|3/3+
|Advanced High
|3+
|9/10
|
|-
|C2
|4
|Superior
|4
|11/12
|
|-
|C2+
|4+/5
|
|
|
|
|}
The resulting correspondence between the ILR and ACTFL scales disagrees with the generally accepted one.<ref>{{cite web|url=http://www.sil.org/lingualinks/languagelearning/mangngyrlngglrnngprgrm/CorrespondenceOfProficiencySca.htm |title=Correspondence of proficiency scales |publisher=Sil.org |date=21 March 1999 |access-date=2011-08-14}}</ref> The ACTFL standards were developed so that Novice, Intermediate, Advanced and Superior would correspond to 0/0+, 1/1+, 2/2+ and 3/3+, respectively on the ILR scale.<ref>{{cite web |url=http://www.utm.edu/staff/globeg/ilrhome.shtml |title=ILR Scale |publisher=Utm.edu |access-date=2011-08-14 |archive-url=https://web.archive.org/web/20110817115950/http://www.utm.edu/staff/globeg/ilrhome.shtml |archive-date=17 August 2011 |url-status=dead }}</ref> Also, the ILR and NB OPS scales do not correspond despite the fact that the latter was modelled on the former.<ref name="autogenerated1"/>
A 2007 document by Macdonald and Vandergrift<ref>{{cite web|title=The CEFR in Canada|url=http://www.coe.int/t/dg4/linguistic/Source/SourceForum07/Canada_Mercredi17h15_EN.ppt|publisher=Council of Europe|access-date=17 October 2011|author=Jennifer Macdonald|author2=Larry Vandergrift|format=PowerPoint Presentation|date=6–8 Feb 2007}}</ref> estimates the following correspondences (for oral ability) between the Public Service Commission levels and the CEFR levels:
{| class="wikitable"
|-
!PSC
!CEFR
|-
|A
|A2
|-
|B
|B1/B2
|-
|C
|B2/C1
|}
Language schools may also propose their own equivalence tables. For example, the Vancouver English Centre provides a comprehensive equivalence table between the various forms of the TOEFL test, the Cambridge exam, the VEC level system, and the CEFR.<ref>{{cite web|title=TOEFL Equivalency table|url=http://secure.vec.bc.ca/toefl-equivalency-table.cfm/TOEFL|publisher=Vancouver English Centre|access-date=2014-07-18|url-status=dead|archive-url=https://archive.today/20130101030537/http://secure.vec.bc.ca/toefl-equivalency-table.cfm/TOEFL|archive-date=1 January 2013}}</ref>
=== Language-specific scales ===
{| class="wikitable sortable"
|-
! Language
! Certificate
! A1
! A2
! B1
! B2
! C1
! C2
|-
| rowspan="5" | Multiple
| [[ECL Language tests|European Consortium for the Certificate of Attainment in Modern Languages]]. ECL exams can be taken in English, French, German, Hungarian, Italian, Polish, Romanian, Bulgarian, Serbian, Slovak, Russian, Spanish, Croatian, Czech, and Hebrew.
| –
| A2
| B1
| B2
| C1
| –
|-
| [[UNIcert]]
|
|
| UNIcert I
| UNIcert II
| UNIcert III
| UNIcert IV
|-
| [[The European Language Certificates|TELC]]
| A1
| A2
| B1
| B2
| C1
| C2
|-
| [[Association of Language Testers in Europe|ALTE]] level
| Breakthrough level
| Level 1
| Level 2
| Level 3
| Level 4
| Level 5
|-
| British General Qualifications<ref>{{cite web |last1=Curcin |first1=Milja |last2=Black |first2=Beth |title=Investigating standards in GCSE French, German and Spanish through the lens of the CEFR |url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/844034/Investigating_standards_in_GCSE_French__German_and_Spanish_through_the_lens_of_the_CEFR.pdf |publisher=Government of the United Kingdom|access-date=26 June 2020 |ref=OFQUAL_GCSE_CEFR}}</ref><ref>{{Cite web|title=CEFR language learning levels explained and compared {{!}} Support {{!}} gostudylink|url=https://gostudylink.net/en/support/levels|access-date=2020-10-06|website=gostudylink.net}}</ref>
| [[General Certificate of Secondary Education|GCSE]] Foundation Tier
|GCSE Higher Tier
| GCE [[GCE Advanced Level (United Kingdom)|AS Level]] and lower grade A-Level
| GCE [[GCE Advanced Level (United Kingdom)|A-Level]]
|
|
|-
| rowspan="3" | [[Basque language|Basque]]
| IVAP-HAEE
|
|
| HE 1 – IVAP-HAEE
| HE 2 – IVAP-HAEE
| HE 3 – IVAP-HAEE
| HE 4 – IVAP-HAEE
|-
| HABE
|
|
| Lehenengo maila{{snd}}HABE
| Bigarren maila{{snd}}HABE
| Hirugarren maila{{snd}}HABE
| Laugarren maila{{snd}}HABE
|-
| EGA
|
|
|
|
| Euskararen Gaitasun Agiria
|-
| rowspan="2" |[[Catalan language|Catalan]]
| Catalan Language Certificates
|
| Bàsic-A2
| Elemental-B1
| Intermedi-B2
| Suficiència-C1
| Superior-C2
|-
| [[Simtest]]
| A1
| A2
| B1
| B2
| C1
| C2
|-
| rowspan="2" |[[Mandarin Chinese]]
|Chinese [[Hanyu Shuiping Kaoshi]] (HSK)<ref>{{Cite book|title=Kōtō kyōiku ni okeru gaikokugo kyōiku no arata na tenbō : shīīefuāru no ōyō kanōsei o megutte.|date=2012|publisher=世界言語社会教育センター|isbn=9784925243858|location=東京外国語大学|oclc=794365620}}</ref>
<small>(Levels according to French and German associations)</small>
|HSK Level 1
HSK Level 3
|HSK Level 3
HSK Level 4
|HSK Level 4
HSK Level 5
|HSK Level 5
HSK Level 6
|HSK Level 6
|
|-
| [[Test of Chinese as a Foreign Language]] (TOCFL) (Taiwan)
| TOCFL Level 1
| TOCFL Level 2
| TOCFL Level 3
| TOCFL Level 4
| TOCFL Level 5
| TOCFL Level 6
|-
| [[Czech language|Czech]]
| Czech Language Certificate Exam (CCE)<ref>{{Cite web|url=https://ujop.cuni.cz/en/exam/czech-language-certificate-exam|title=Czech Language Certificate Exam (CCE) for foreigners &#124; ILPS CU|website=ujop.cuni.cz}}</ref>
| CCE-A1
| CCE-A2
| CCE-B1
| CCE-B2
| CCE-C1
| –
|-
|[[Danish language|Danish]]
| Prøve i Dansk (Danish Language Exam)<ref>{{Cite web |url=http://www.lttc.ntu.edu.tw/cambridge/Reference/framework_english.pdf |title=Archived copy |access-date=24 November 2013 |archive-url=https://web.archive.org/web/20180323092738/https://www.lttc.ntu.edu.tw/cambridge/Reference/framework_english.pdf |archive-date=23 March 2018 |url-status=dead }}</ref>
| Danskprøve A1
| Prøve i Dansk 1
| Prøve i Dansk 2
| Prøve i Dansk 3
| Studieprøven
|
|-
| rowspan="3" |[[Dutch language|Dutch]]
| [[CNaVT]] – Certificaat Nederlands als Vreemde Taal (Certificate of Dutch as Foreign Language)<ref name=CNaVT>
{{cite web
|url         = http://www.cnavt.org/files/alg.folder_EN.pdf
|title       = Certificate of Dutch as a Foreign Language
|publisher   = CNaVT
|access-date  = 2013-10-27
|url-status     = dead
|archive-url  = https://web.archive.org/web/20130226082623/http://www.cnavt.org/files/alg.folder_EN.pdf
|archive-date = 26 February 2013
}}</ref>
|
|Profile tourist and informal language proficiency (PTIT)
|Profile societal language proficiency (PMT)
|Profile professional language proficiency (PPT), Profile language proficiency higher education (PTHO)
|Profile academic language proficiency (PAT)
|
|-
| [[Integration law for immigrants to the Netherlands|Inburgeringsexamen]] (Integration examination for immigrants from outside the EU)
| Pre-examination at the embassy of the home country
| Examination in the Netherlands
|
|
|
|
|-
| [[Staatsexamen Nederlands als tweede taal|Staatsexamen Nederlands als tweede taal NT2]] (State Examination Dutch as second language NT2)<ref name=NT2>
{{cite web
|url=http://www.cve.nl/item/wat_zijn_de_staatsexamens_nt2
|title=Wat zijn de Staatsexamens NT2?
|language=nl
|publisher=College voor Examens
|access-date=2013-03-26
}}</ref>
|
|
|NT2 programma I
|NT2 programma II
|
|-
| rowspan="32" |English
| Anglia Examinations
| Preliminary
| Elementary
| Intermediate
| Advanced
| Proficiency
| Masters
|-
| [[Occupational English Test]]<ref>{{Cite web|url=https://www.occupationalenglishtest.org/oet-benchmarked-to-cefr/|title=OET and CEFR|website=OET}}</ref>
|
|
|
| 200–340 (C, C+)
| 350–440 (B)
| 450–500 (A)
|-
| TrackTest<ref>{{cite web|url=http://tracktest.eu/english-levels-cefr/|title=TrackTest Language levels|publisher=TrackTest|access-date=2013-12-12}}</ref>
| A1 (Beginner)
| A2 (Elementary)
| B1 (Pre-Intermediate)
| B2 (Intermediate)
| C1 (Upper-Intermediate)
| C2 (Advanced)
|-
| TOELS: Wheebox Test of English Language Skills<ref>{{cite web|url=https://wheebox.com/Buy-WELPT-assessments.jsp/|title=Wheebox TOELS|publisher=Wheebox|access-date=<!-- 2014-2015 -->}}</ref>
| 11 (Beginner)
| 20 (Pre-Intermediate)
| 25 (Intermediate)
| 30 (Graduate)
| 33 (Advanced)
|
|-
| [[International Test of English Proficiency]]<ref>{{Cite web|url=https://www.itepexam.com/admissions/scoring/itep-and-cefr/|title=iTEP and CEFR|website=iTEP}}</ref>
| 0–1.9
| 2–2.4
| 2.5–3.4
| 3.5–4.4
| 4.5–5.4
| 5.5–6
|-
|[[Oxford Test of English]]
|
| A2 (51–80)
| B1 (81–110)
| B2 (111–140)
|
|
|-
|ESB (English Speaking Board)
|
|-
| [[IELTS]]<ref>{{cite web |url=https://ielts.org/organisations/ielts-for-organisations/compare-ielts/ielts-and-the-cefr |title=IELTS and the CEFR |publisher=IELTS |access-date=2024-05-11 }}</ref><ref>{{cite web |url=https://assets.publishing.service.gov.uk/media/656dfe6d1104cf000dfa74b5/List_of_approved_Secure_English_Language_Tests_taken_outside_the_UK+_1_.ods |title=List of approved secure English language tests taken outside the UK |website=gov.uk |access-date=2024-05-12}}</ref><ref>{{cite web |url=http://www.clarityenglish.com/support/user/pdf/ppt/CEF_Chart_PPT.pdf |title=IELTS band scores & CEF level scale for Clarity programs |publisher=Clarity English |access-date=2014-08-03}}</ref>
|
|
| 4.0–5.0
| 5.5–6.5
| 7.0–8.0
| 8.5–9.0
|-
| [[TOEIC]] Listening & Reading Test<ref name="ETS">{{cite web|url=https://www.ets.org/s/toeic/pdf/toeic-cefr-flyer.pdf|title=Mapping the TOEIC Tests on the Common European Framework Reference|website=ETS Website|publisher=ETS|url-status=live|archive-url=https://web.archive.org/web/20111009184738/http://www.ets.org/Media/Campaign/5394/rsc/pdf/5684_CEF%20Flyer_HR.pdf|archive-date=9 October 2011|access-date=2011-09-22}}</ref>
| 60–105 (listening)<br />60–110 (reading)
| 110–270 (listening)<br />115–270 (reading)
| 275–395 (listening)<br />275–380 (reading)
| 400–485 (listening)<br />385–450 (reading)
| 490–495 (listening)<br />455–495 (reading)
|
|-
| [[TOEIC]] Speaking & Writing Test<ref name="ETS"/>
|50–80 (speaking)<br />30–60 (writing)
|90–110 (speaking)<br />70–110 (writing)
|120–150 (speaking)<br />120–140 (writing)
|160–170 (speaking)<br />150–170 (writing)
|180–200 (speaking)<br />180–200 (writing)
|
|-
| [[Canadian Language Benchmarks|CLB (Canadian Language Benchmarks)]]
|
|3/4
|5
|6/7
|8/9
|10–12
|-
| [[Versant]]
| 26–35
| 36–46
| 47–57
| 58–68
| 69–78
| 79–80
|-
|Speexx Language Assessment Center
|10–19
|20–29
|30–49
|50–79
|80–89
|90–100
|-
| [[Duolingo English Test]]<ref>{{Cite web|url=https://englishtest.duolingo.com/scores|title=Duolingo English Test|website=englishtest.duolingo.com}}</ref>
| 10–20
| 25–55
| 60–85
| 90–115
| 120–140
| 145–160
|-
|Password English Tests
|2.0 – 2.5
|3.0 – 3.5
|4.0 – 5.0
|5.5 – 6.5
|7.0 or above
|
|-
| [[TOEFL]] (IBT)<ref>{{Cite web|url=https://www.ets.org/toefl/institutions/scores/compare/#cefr|title=TOEFL: For Academic Institutions: Compare Scores|website=ets.org}}</ref>
|
| 10–15 (speaking)<br />7–12 (writing)
| 42–71 (total)<br />4–17 (reading)<br />9–16 (listening)<br />16–19 (speaking)<br />13–16 (writing)
| 72–94 (total)<br />18–23 (reading)<br />17–21 (listening)<br />20–24 (speaking)<br />17–23 (writing)
| 95–120 (total)<br />24–30 (reading)<br />22–30 (listening)<br />25–30 (speaking)<br />24–30 (writing)
|
|-
| TOEFL (ITP) <ref name="ETS Research">{{cite web |url=http://www.ets.org/toefl_itp/research |title=Research |access-date=2013-02-25 |archive-date=7 January 2013 |archive-url=https://web.archive.org/web/20130107091155/http://www.ets.org/toefl_itp/research |url-status=dead }}</ref>
|
| 337
| 460
| 543
| 627
|
|-
| TOEFL Junior Standard<ref name="ETS cefr">{{cite web |url=http://www.ets.org/toefl_junior/scores_research/standard/cefr |title=Common European Framework of Reference (CEFR) |access-date=2013-02-25 |archive-date=15 January 2013 |archive-url=https://web.archive.org/web/20130115022430/http://www.ets.org/toefl_junior/scores_research/standard/cefr/ |url-status=dead }}</ref>
|
| 225–245 (listening)<br />210–245 (language form)<br />210–240 (reading)
| 250–285 (listening)<br />250–275 (language form)<br />245–275 (reading)
| 290–300 (listening)<br />280–300 (language form)<br />280–300 (reading)
|
|
|-
| [[EF Standard English Test]]<ref>{{cite web|url= https://www.efset.org/dam/efset/efset/media/summary_v4.pdf|title= Data|website= efset.org|access-date= 6 October 2015|archive-url= https://web.archive.org/web/20151006220049/https://www.efset.org/dam/efset/efset/media/summary_v4.pdf|archive-date= 6 October 2015|url-status= dead}}</ref>
| 1–30
| 31–40
| 41–50
| 51–60
| 61–70
| 71–100
|-
| [[City and Guilds English examinations]]<ref>{{cite web |author=Amega Web Technology |url=http://www.cityandguildsenglish.com/CEFR |title=City & Guilds English&nbsp;— The Common European Framework |publisher=Cityandguildsenglish.com |access-date=2011-08-14 |archive-date=9 January 2016 |archive-url=https://web.archive.org/web/20160109155403/http://www.cityandguildsenglish.com/CEFR |url-status=dead }}</ref>
| Preliminary
| Access
| Achiever
| Communicator
| Expert
| Mastery
|-
| [[National qualifications frameworks in the United Kingdom|Regulated Qualifications Framework (UK Only)]]<ref>{{cite web |url=http://www.cilt.org.uk/home/standards_and_qualifications/languages_ladder.aspx |title=Languages Ladder |publisher=Cilt.org.uk |access-date=2011-08-14 |url-status=dead |archive-url=https://web.archive.org/web/20110828170914/http://www.cilt.org.uk/home/standards_and_qualifications/languages_ladder.aspx |archive-date=28 August 2011 }}</ref>
| Entry Level
| Level 1
| Level 2
| Level 3
| Levels 4–6
| Level 7–8
|-
| [[Cambridge Assessment English]]<ref>{{cite web |url=http://www.cambridgeenglish.org/why-cambridge-english/international-language-standards/ |title=International language standards |publisher=Cambridge ESOL |access-date=2015-07-22 |url-status=dead |archive-url=https://web.archive.org/web/20150729063810/http://www.cambridgeenglish.org/why-cambridge-english/international-language-standards/ |archive-date=29 July 2015 }}</ref>
| [https://www.cambridgeenglish.org/exams-and-tests/movers/ A1 Movers]
| [[A2 Key]]
| [[B1 Preliminary]]
| [[B2 First]]
| [[C1 Advanced]]
| [[C2 Proficiency]]
|-
| [[Michigan Language Assessment]]<ref name="auto1">{{cite web |url=https://michiganassessment.org/ |title=Michigan Language Assessment |publisher=CAMLA |access-date=2019-08-09 |url-status=dead |archive-url=https://web.archive.org/web/20190822145654/https://michiganassessment.org/ |archive-date=22 August 2019 }}</ref>
| MET Go! Basic User (CEFR A1)<ref name="auto">{{cite web |url=https://michiganassessment.org/institutions/products-services/metgo/ |title=MET Go! |publisher=CaMLA |access-date=2019-08-09 |url-status=dead |archive-url=https://web.archive.org/web/20190810013329/https://michiganassessment.org/institutions/products-services/metgo/ |archive-date=10 August 2019 }}</ref>
| [[Michigan English Test|Michigan English Test (MET)]] (0 to 39)<ref name="auto1" /> / MET Go! Elementary User (CEFR A2)<ref name="auto"/>
| [[Michigan English Test|Michigan English Test (MET)]] (40 to 52)<ref name="auto1"/> / MET Go! Intermediate User (CEFR B1)<ref name="auto"/>
|[[Examination for the Certificate of Competency in English|ECCE]]<ref name="ECCE2019">{{cite web |publisher=CAMLA
|url=https://michiganassessment.org/teachers/ecce/ |title=ECCE
|access-date=2019-08-09}}</ref> / [[Michigan English Test|Michigan English Test (MET)]] (53 to 63)<ref name="auto1"/>
|[[Michigan English Test|Michigan English Test (MET)]] (64 to 80)<ref name="auto1"/>
|[[Examination for the Certificate of Proficiency in English|ECPE]]<ref name="ECPE2019">{{cite web |url=https://michiganassessment.org/teachers/ecpe/ |title=ECPE |publisher=CaMLA |access-date=2019-08-09 |url-status=dead |archive-url=https://web.archive.org/web/20190809230343/https://michiganassessment.org/teachers/ecpe/ |archive-date=9 August 2019 }}</ref>
|-
|LanguageCert International ESOL – Listening, Reading, Writing
LanguageCert International ESOL – Speaking
|A1 Preliminary<br />(Entry Level 1)
|A2 Access<br />(Entry Level 2)
|B1 Achiever<br />(Entry Level 3)
|B2 Communicator<br />(Level 1)
|C1 Expert<br />(Level 2)
|C2 Mastery<br />(Level 3)
|-
|LanguageCert Academic – Listening, Reading, Writing, Speaking
|<br />
|<br />
|B1 Achiever<br />(40–59) (Entry Level 3)
|B2 Communicator<br />(60–74 ) (Level 1)
|C1 Expert<br />(75–89) (Level 2)
|C2 Mastery<br />(90+) (Level 3)
|-
|LanguageCert General – Listening, Reading, Writing, Speaking
|<br />
|A2 Access<br />(20–39) (Entry Level 2)
|B1 Achiever<br />(40–59) (Entry Level 3)
|B2 Communicator<br />(60–74 ) (Level 1)
|C1 Expert<br />(75–89) (Level 2)
|<br />
|-
| [[Pearson language tests|Pearson Test of English Academic]]
|
| 30
| 43
| 59
| 76
| 85ƒ
|-
| [[Pearson language tests|PTE General]] (formerly LTE)
| Level A1
| Level 1
| Level 2
| Level 3
| Level 4
| Level 5
|-
| [[Trinity College London]] Integrated Skills in English (ISE) / Graded Examinations in Spoken English (GESE)<ref>{{cite web|url=http://www.trinitycollege.co.uk/ISE|title=Trinity College London – Integrated Skills in English (ISE)}}</ref><ref>{{cite web|url=http://www.trinitycollege.co.uk/GESE|title=Trinity College London – Graded Examinations in Spoken English (GESE)}}</ref>
| GESE 2
| ISE 0 <br />GESE 3, 4
|ISE I <br />GESE 5, 6 <br />
|ISE II <br />GESE 7, 8, 9 <br />
|ISE III <br />GESE 10, 11 <br />
| ISE IV <br />GESE 12
|-
| Learning Resource Network
| CEF A1
| CEF A2
| CEF B1
| CEF B2
| CEF C1
| CEF C2
|-
|GEP English Exams<ref>{{cite web|url=https://www.itestenglish.com|title=GEP English Exams – Integrated Skills in English}}</ref>
| Dolphins Pre A1.1 Bears Pre A1.2 Lions Pre A1.3 GEP A1 (YL, Teens and Adults)
| GEP A2 (Kids, Teens and adults)
| GEP B1
| GEP B2
| GEP C1
|
|-
| Eiken (Japanese test of English)<ref>{{Cite web |title=Comparison table &#124; Research &#124; EIKEN &#124; Eiken Foundation of Japan |url=https://www.eiken.or.jp/eiken/en/research/comparison-table.html |website=eiken.or.jp}}</ref>
| 5,4,3
| Pre-2
| 2
| Pre-1
| 1
|-
|[[Esperanto]]
| {{interlanguage link|Komuna Eŭropa Referenckadro por Lingvoj|eo}}
|  A1
|  A2
|  B1
|  B2
|  C1
|  C2
|-
| [[Finnish language|Finnish]]
| [[YKI test|YKI]]
| 1
| 2
| 3
| 4
| 5
| 6
|-
| rowspan="3" |[[French language|French]]
| [[Diplôme approfondi de langue française|CIEP]] / ''[[Alliance française]]'' diplomas
| [[Test de connaissance du français|TCF]] A1 / [[DELF]] A1
| [[Test de connaissance du français|TCF]] A2 / [[DELF]] A2 / CEFP 1
| [[Test de connaissance du français|TCF]] B1 / [[DELF]] B1 / CEFP 2
| [[Test de connaissance du français|TCF]] B2 / [[DELF]] B2 / Diplôme de Langue
| [[Test de connaissance du français|TCF]] C1 / [[DALF]] C1 / DSLCF
| [[Test de connaissance du français|TCF]] C2 / [[DALF]] C2 / DHEF
|-
| CLB/NCLC [[Canadian Language Benchmarks]]
|
|3/4
|5
|6/7
|8/9
|10–12
|-
|Speexx Language Assessment Center
|10–19
|20–29
|30–49
|50–79
|80–89
|90–100
|-
| [[Galician language|Galician]]
| Certificado de lingua galega ([[CELGA]])<ref>{{cite web|url=http://www.xunta.es/linguagalega/arquivos/ORDE_CELGA_30.07.07.pdf |title=Archived copy |access-date=2013-09-20 |url-status=dead |archive-url=https://web.archive.org/web/20130921060148/http://www.xunta.es/linguagalega/arquivos/ORDE_CELGA_30.07.07.pdf |archive-date=21 September 2013 }}</ref>
|
| CELGA 1
| CELGA 2
| CELGA 3
| CELGA 4
| CELGA 5
|-
| rowspan="5" |[[German language|German]]
| [[Goethe-Institut]]
| Goethe-Zertifikat A1 Start Deutsch 1
| Goethe-Zertifikat A2 Start Deutsch 2
| Goethe-Zertifikat B1 [[Zertifikat Deutsch]] (ZD)
| Goethe-Zertifikat B2 [[Zertifikat Deutsch für den Beruf]] (ZDfB)
| Goethe-Zertifikat C1 Zentrale Mittelstufenprüfung
| Goethe-Zertifikat C2 – Großes Deutsches Sprachdiplom (GDS) Zentrale Oberstufenprüfung /
Kleines Deutsches Sprachdiplom
|-
|Speexx Language Assessment Center
|10–19
|20–29
|30–49
|50–79
|80–89
|90–100
|-
|Österreichisches Sprachdiplom Deutsch
|A1 ÖSD Zertifikat A1 (ÖSD ZA1)
|A2 ÖSD Zertifikat A2 (ÖSD ZA2)
|B1 ÖSD Zertifikat Deutsch Österreich (ÖSD B1 ZDÖ); B1 ÖSD Zertifikat B1 (ZB1)
|B2 ÖSD Zertifikat B2 (ÖSD ZB2)
|C1 ÖSD Zertifikat C1 (ÖSD ZC1)
|C2 ÖSD Zertifikat C2 (ÖSD ZC2); C2 ÖSD Zertifikat C2 / Wirtschaftssprache Deutsch (ÖSD ZC2 / WD)
|-
|Deutsch als Fremdsprache in der Wirtschaft (WiDaF)<ref>{{Cite web|url=https://www.etsglobal.org/Pl/Pol/content/download/1729/27963/file/WiDaF-Tabela_Sprawnosci_wg_CEF.pdf|title=Niveaubeschreibung|last=Deutsch-Französische Industrie- und Handelskammer|website=ETS Global|access-date=2019-09-12}}</ref>
| –
|0–246
|247–495
|496–735
|736–897
|898–990
|-
| [[TestDaF]]<ref>{{cite web |url=https://www.testdaf.de/fileadmin/Redakteur/PDF/Sprachen/informationen_en.pdf |title=What is the TestDaF? |publisher=TestDaF |access-date=2015-07-22 |archive-date=23 July 2015 |archive-url=https://web.archive.org/web/20150723053825/https://www.testdaf.de/fileadmin/Redakteur/PDF/Sprachen/informationen_en.pdf |url-status=dead }}</ref>
|
|
|
| TDN 3—TDN 4<ref>{{cite web|url=https://www.testdaf.de/fileadmin/Redakteur/PDF/TestDaF/Niveaustufen_GER.pdf |title=Framework of Reference for Languages |publisher=TestDaF |access-date=2015-07-22}}</ref>
| TDN 4—TDN 5
|
|-
| [[Greek language|Greek]]
| Πιστοποίηση Ελληνομάθειας (Certificate of Attainment in Modern Greek)<ref>{{cite web|url=http://www.greek-language.gr/greekLang/certification/index.html |title=Information for the Centre for the Greek Language and the certificate of attainment in Greek |access-date=2012-08-07}}</ref>
| Α1<br />(Στοιχειώδης Γνώση)
| Α2<br />(Βασική Γνώση)
| Β1<br />(Μέτρια Γνώση)
| Β2<br />(Καλή Γνώση)
| Γ1<br />(Πολύ Καλή Γνώση)
| Γ2<br />(Άριστη Γνώση)
|-
|[[Hebrew language|Hebrew]]
|[[Ulpan]] (as codified by the Rothberg International School)<ref>
{{cite web
|url=https://overseas.huji.ac.il/wp-content/uploads/2019/07/ENGLISH-EVAL.pdf
|title=Evaluation Scale of Communication Competence for Students of Hebrew – The Hebrew University of Jerusalem
|language=en
|access-date=2020-01-05
}}</ref>
|A1.1 Aleph Beginner
A1.2 Aleph Advanced
|A2 Bet
|B1 Gimel
|B2 Dalet
|C1.1 Hé
C1.2 Vav
|C2 Native Speaker
|-
| [[Icelandic language|Icelandic]]
| Íslenskupróf vegna umsóknar um íslenskan ríkisborgararétt<ref>{{cite web|url=https://mms.is/islenskuprof-vegna-rikisborgararettar |title=Íslenskupróf vegna ríkisborgararéttar |access-date=2020-02-16}}</ref>
| Pass<ref>{{cite journal |last=Kristinsson |first=Ari |date=2013 |title=Innflytjendur og íslenskupróf |trans-title=Immigrants and Icelandic Language Tests |url=https://ojs.hi.is/millimala/article/view/1405/434 |language=is |journal=Milli Mála |volume=5 |pages=73–94}}</ref>
|
|
|
|
|
|-
|[[Irish language|Irish]]
| Teastas Eorpach na Gaeilge (TEG)<ref>{{cite web|url=https://www.teg.ie/teg-levels.8.html |title=TEG Levels |access-date=2023-07-16}}</ref>
|  A1 Bonnleibhéal 1
|  A2 Bonnleibhéal 2
|  B1 Meánleibhéal 1
|  B2 Meánleibhéal 2
|  C1 Ardleibhéal 1
|
|-
| rowspan="4" |[[Italian language|Italian]]
| [[CELI]]
| Impatto
| 1
| 2
| 3
| 4
| 5
|-
|Roma Tre cert.it
|A1-cert.it
|A2-cert.it
|B1-cert.it
|B2-cert.it
|C1-cert.it
|C2-cert.it
|-
| [[CILS (Qualification)|CILS]]
| A1
| A2
| Uno
| Due
| Tre
| Quattro / DIT C2
|-
| [[PLIDA]] (''[[Dante Alighieri Society]]'' diplomas)
| PLIDA A1
| PLIDA A2
| PLIDA B1
| PLIDA B2
| PLIDA C1
| PLIDA C2
|-
| rowspan="4" | [[Japanese language|Japanese]]
| [[Japanese-Language Proficiency Test]] (JLPT)
|JLPT N5
|JLPT N4
|JLPT N3
|JLPT N2
|JLPT N1
|
|-
| [[J-Test]]<ref>{{Cite web|url=https://j-test.jp/cefr-jtest|title=CEFRとJ.TEST}}</ref>
|F
|E
|D
|C
|Pre-B<br/>B<br/>Pre-A
|A<br/>Special A
|-
|Japan Foundation Test for Basic Japanese (JFT-Basic)<ref>{{Cite web|url=https://www.jpf.go.jp/jft-basic/e/about/index.html#se05|title=About the JFT-Basic｜JFT-Basic Japan Foundation Test for Basic Japanese|website=jpf.go.jp|access-date=2019-11-01}}</ref>
|
|Pass
|
|
|
|
|-
| Certificate of Japanese as a Foreign Language (J-Cert)<ref>{{Cite web|url=https://www.j-cert.org/|title=J-cert生活・職能日本語検定【国際人財開発機構】|website=j-cert.org}}</ref>
| N/A
| A2.1 A2.2
| B1
| B2
| C1
| C2
|-
| [[Korean language|Korean]]
| Test of Proficiency in Korean ([[TOPIK]])<ref>{{cite web| url = https://www.korean.go.kr/common/download.do?file_path=reportData&c_file_name=5be1bcb8-45ac-474b-94ed-4f1328c1ad60.pdf&o_file_name=%E3%80%8E%ED%95%9C%EA%B5%AD%EC%96%B4%20%ED%91%9C%EC%A4%80%20%EA%B5%90%EC%9C%A1%EA%B3%BC%EC%A0%95%E3%80%8F%EA%B3%BC%20%EA%B5%AD%EC%99%B8%20%EC%99%B8%EA%B5%AD%EC%96%B4%20%EC%88%99%EB%8B%AC%EB%8F%84%20%EA%B8%B0%EC%A4%80%28CEFR%C2%B7ACTFL%C2%B7WIDA%29%20%EB%B9%84%EA%B5%90.pdf| title = 「한국어 표준 교육과정」과 국외 외국어 숙달도 기준(CEFR·ACTFL·WIDA) 비교| publisher = National Institute of Korean Language| page=9| access-date = 2024-05-11}}</ref>
| Level 1
| Level 2
| Level 3
| Level 4
| Level 5–Level 6
|
|-
| [[Luxembourgish]]
| Institut National des Langues<ref>{{Cite web|url=https://www.inll.lu/certifications-nationales-et-internationales/certification-en-langue-luxembourgeoise/|title=Luxembourgeois &#124; Institut National des Langues}}</ref>
|
| A2
| B1
| B2
| C1
|
|-
|[[Norwegian language|Norwegian]]
| Norskprøve<ref>{{cite web | url=https://www.kompetansenorge.no/prover/norskprove/om-proven/ | title=Om prøven – Kompetanse Norge }}</ref>
|A1
|A2
|B1
|B2
|C1 – høyere akademisk nivå (advanced academic level)<ref>{{cite web | url=https://www.kompetansenorge.no/norskproven-c1-hoyere-akademisk-niva/resultat/#ob=27075 | title=Resultat – Kompetanse Norge }}</ref>
|-
|-
| [[Polish language|Polish]]
| [[Egzaminy Certyfikatowe z Języka Polskiego jako Obcego]]<ref>{{cite web|url=http://www.certyfikatpolski.pl/pl/oegzaminie|title=Egzaminy Certyfikatowe z Języka Polskiego jako Obcego|access-date=2015-08-04|url-status=dead|archive-url=https://web.archive.org/web/20150730223125/http://www.certyfikatpolski.pl/pl/oegzaminie|archive-date=30 July 2015}}</ref>
|
|
|B1 (podstawowy)
|B2 (średni ogólny)
|
|C2 (zaawansowany)
|-
| rowspan="2" | [[Portuguese language|Portuguese]]
| [[CAPLE]]<ref>{{cite web|url=http://ww3.fl.ul.pt/caple/default.aspx|title=Centro de Avaliação de Português Língua Estrangeira|access-date=2012-09-04|url-status=dead|archive-url=https://web.archive.org/web/20120614155552/http://ww3.fl.ul.pt/caple/default.aspx|archive-date=14 June 2012}}</ref>
|ACESSO
|CIPLE
|DEPLE
|DIPLE
|DAPLE
|DUPLE
|-
| [[CELPE-Bras]]<ref>{{cite web|url=http://celpebras.inep.gov.br/inscricao/default.aspx|title=Certificado de Proficiência em Língua Portuguesa para Estrangeiros|access-date=2012-09-04}}{{dead link|date=August 2017 |bot=InternetArchiveBot |fix-attempted=yes }}</ref>
|Intermediate
|Intermediate
|Superior Intermediate
|Superior Intermediate
|Advanced
|Superior Advanced
|-
| [[Russian language|Russian]]
| [[Test of Russian as a Foreign Language|ТРКИ{{snd}}Тест по русскому языку как иностранному (TORFL{{snd}}Test of Russian as a Foreign Language)]]<ref>{{cite web|url=http://trki.org/tkri-overview.php|title=TKRI Overview|access-date=2012-11-22|url-status=dead|archive-url=https://web.archive.org/web/20121221020915/http://trki.org/tkri-overview.php|archive-date=21 December 2012}}</ref>
|ТЭУ Элементарный уровень (Elementary level)
|ТБУ Базовый уровень (Basic level)
|ТРКИ-1 (I Cертификационный уровень) (1st Certificate level)
|ТРКИ-2
|ТРКИ-3
|ТРКИ-4
|-
|[[Romanian language|Romanian]]
|[https://www.ilr.ro/atestate/ Attestation exam] at the [https://www.ilr.ro/ Institute of the Romanian Language]
|Nivel A1
|Nivel A2
|Nivel B1
|Nivel B2
|Nivel C1
|Nivel C2 [https://www.ilr.ro/exemple-de-teste-pentru-autoevaluare/ <nowiki>[→]</nowiki>]
|-
| rowspan="3" | [[Spanish language|Spanish]]
| [[DELE]]<ref>{{cite web|url=http://diplomas.cervantes.es/es/informacion/descripcion_dele.html |title=Descripción&nbsp;– Diplomas de Español Como Lengua Extranjera |publisher=Instituto Cervantes |access-date=2011-08-19}}</ref>
| A1
| A2
| B1 (formerly "Inicial")
| B2 (formerly "Intermedio")
| C1
| C2 (formerly "Superior")
|-
| Speexx Language Assessment Center
|10–19
|20–29
|30–49
|50–79
|80–89
|90–100
|-
| LanguageCert USAL esPro BULATS
|10–19
|20–39
|40–59
|60–74
|75–89
|90–100
|-
| rowspan="3" | [[Swedish language|Swedish]]
| [[Test in Swedish for University Studies|TISUS]]
| –
| –
| –
| –
| Pass
| –
|-
| [[Swedex]]
| –
| A2
| B1
| B2
| –
| –
|-
|[[YKI test|YKI]]
|1
|2
|3
|4
|5
|6
|-
|-
| rowspan="2" | [[Taiwanese Hokkien|Taiwanese]]
| GTPT – General Taiwanese Proficiency Test<ref>{{cite web | url=https://ctlt.twl.ncku.edu.tw/gtpt/index.html | title=全民台語認證 }}</ref>
| 151–220
| 221–290
| 291–340
| 341–380
| 381–430
| 431–500
|-
| Bân-lâm-gú Gú-giân Lîng-li̍k Jīn-tsìng<ref>{{cite web | url=https://blgjts.moe.edu.tw/tmt/index.php | title=臺灣閩南語能力認證 }}</ref>
| A1
| A2
| B1
| B2
| C1
| C2
|-
| [[Turkish language|Turkish]]
| [[Yunus Emre Institute|TYS]]<ref>{{cite web|url=http://www.turkcesinavi.com/|access-date=10 March 2017|publisher=Yunus Emre Institute|title=Türkçe Yeterlik Sınavı (TYS)}}</ref>
| A1
| A2
| B1
| B2 (55–70%)
| C1 (71–88%)
| C2 (89–100%)
|-
| [[Ukrainian language|Ukrainian]]<ref>{{cite web |url=http://www.lnu.edu.ua/test-dpt/index.php?lang%3Dua%26id%3Dlevels |title=Відділ тестування з української мови як іноземної |access-date=2014-02-17 |url-status=dead |archive-url=https://web.archive.org/web/20150926135105/http://www.lnu.edu.ua/test-dpt/index.php?lang=ua&id=levels |archive-date=26 September 2015 }}</ref>
| UMI/ULF – Ukrainian as foreign language
| UMI 1
| UMI 2
| UMI 3
| UMI 4
| UMI 5
| UMI 6
|-
| [[Welsh language|Welsh]]
| [[WJEC (exam board)|WJEC]] Defnyddio'r Gymraeg<ref>{{Cite web|url=https://www.cbac.co.uk/cymwysterau/cyfres-cymwysterau-cymraeg-i-oedolion/|title=Cyfres Cymwysterau Cymraeg i Oedolion|website=cbac.co.uk}}</ref>
| Mynediad (Entry)
| Sylfaen (Foundation)
| Canolradd (Intermediate)
| Uwch (Advanced)
| –
| –
|-|-
|}
==Difficulty in aligning the CEFR with teaching programmes==
Language schools and certificate bodies evaluate their equivalences against the framework. Differences in estimation have been found to exist, for example, with the same level on the [[Pearson language tests#Pearson Test of English Academic|PTE A]], [[Test of English as a Foreign Language|TOEFL]], and [[International English Language Testing System|IELTS]], and is a cause of debate between test producers.<ref>{{cite web |author=de Jong, John H.A.L |author-link=John H.A.L. de Jong |title=Unwarranted Claim about CEF Alignment of some International English Language Tests&nbsp;— Pearson |url=http://www.ealta.eu.org/conference/2009/docs/friday/John_deJong.pdf |access-date=15 July 2017 |publisher=Ealta.eu.org}}</ref>
==Non-Western areas and languages==
The CEFR, initially developed to ease human mobility and economic growth within the highly multilingual European Union, has since influenced and been borrowed by various other areas.
=== Non-Western learners ===
In Japan, the adoption of CEFR has been encouraged by academics, institutional actors ([[Ministry of Education, Culture, Sports, Science and Technology|MEXT]]), politicians, business associations, and by learners themselves.<ref>{{Cite journal|last=Nishimura-Sahi|first=Oshie|date=2020-11-29|title=Policy borrowing of the Common European Framework of Reference for languages (CEFR) in Japan: an analysis of the interplay between global education trends and national policymaking|journal=Asia Pacific Journal of Education|volume=42 |issue=3 |pages=574–587|doi=10.1080/02188791.2020.1844145|s2cid=229434677|issn=0218-8791|doi-access=free}}</ref> Adoption in Malaysia has also been documented.<ref>{{Cite journal|last1=Afip|first1=Liyana Ahmad|last2=Hamid|first2=M. Obaidul|last3=Renshaw|first3=Peter|date=2019-05-27|title=Common European framework of reference for languages (CEFR): insights into global policy borrowing in Malaysian higher education|url=https://doi.org/10.1080/14767724.2019.1578195|journal=Globalisation, Societies and Education|volume=17|issue=3|pages=378–393|doi=10.1080/14767724.2019.1578195|s2cid=151143912|issn=1476-7724}}</ref> In Vietnam, adoption of the CEFR has been connected to recent changes in English language policy, efforts to reform higher education, orientation toward economic opportunities and a tendency for administrators to look outwards for domestic solutions.<ref>{{Cite journal|last1=Nguyen|first1=Van Huy|last2=Hamid|first2=M. Obaidul|date=2021-08-09|title=The CEFR as a national language policy in Vietnam: insights from a sociogenetic analysis|url=https://doi.org/10.1080/01434632.2020.1715416|journal=Journal of Multilingual and Multicultural Development|volume=42|issue=7|pages=650–662|doi=10.1080/01434632.2020.1715416|s2cid=213016876|issn=0143-4632}}</ref>
Noriyuki (2009) observes the "mechanical" reuse of the European framework and concepts by Japanese teachers of mostly Western languages, missing the recontextualisation part: the need to adapt the conceptual vocabulary to the local language and to adapt the framework to the local public, its language and practices.<ref name=":1">{{Cite journal|last=Nishiyama|first=Noriyuki|date=2009|title=L'impact du Cadre europeen commun de reference pour les langues dans l'Asie du Nord-Est : pour une meilleure contextualisation du CECR|url=https://www.jstage.jst.go.jp/article/rjdf/4/1/4_KJ00009937270/_article/-char/ja/|journal=Revue japonaise de didactique du français|volume=4|issue=1|pages=54–70|doi=10.24495/rjdf.4.1_54}}</ref>
Around 2005, the [[Osaka University of Foreign Studies]] developed a CEFR-inspired project for its 25 foreign languages, with a transparent and common evaluation approach. While major languages had long had well-defined tools for the Japanese public, able to guide teachers in teaching and performing assessments in a methodic way, this project pushed the adoption of similar practices to smaller languages, as requested by students.<ref name=":1" />
In late 2006–2010, the [[Keio University]] led the ambitious CEFR-inspired Action Oriented Plurilingual Language Learning Project to favour multi-campus and inter-language cooperation in creating teaching materials and assessment systems from child to university levels.<ref name=":1" /> Since 2015, the "Research on Plurilinguistic and Pluricultural Skill Development in Integrated Foreign Language Education" has followed up.<ref>{{Cite web|title=Keio Research Center for Foreign Language Education|url=http://www.flang.keio.ac.jp/en/|access-date=2021-09-11|website=flang.keio.ac.jp|language=ja}}</ref>
=== Non-European languages ===
The framework was translated into Chinese in 2008.<ref>{{Cite book|url=https://www.worldcat.org/oclc/459867370|title=欧洲语言共同参考框架 (Ouzhou yu yan gong tong can kao kuang jia : xue xi, jiao xue, ping gu).|date=2008|publisher=Wai yu jiao xue yu yan jiu chu ban she|others=Jun Liu, Rong Fu, Tingda Li, 刘骏., 傅荣., 李婷妲.|isbn=978-7-5600-8032-1|edition=Di 1 ban|location=Beijing Shi|oclc=459867370}}</ref> In 2011, French sinologist [[Joël Bellassen]] suggests the CEFR together with its metalanguage could and should be adapted to distant languages such as [[Chinese language|Chinese]], with the necessity to adapt and extend it with relevant concepts proper to the new language and its learners.<ref>{{Cite book|last=Bellassen|first=Joël|url=http://www.joelbellassen.com/wp-content/uploads/2019/07/Is-Chinese-eurocompatible-The-CEFR-facing-distant-languages_TOKYO-WolSec-2011.pdf|title=Is Chinese Europcompatible? Is the Common European Framework Common?: The Common European Framework of References for Languages Facing Distant Language|publisher=New Prospect for Foreign Language Teaching in Higher Education —Exploring the Possibilities of Application of CECR—, Tokyo, World Language and Society Education Center (WoLSEC)|year=2011|isbn=978-4-925243-85-8|location=Tokyo|pages=23–31}}</ref> Various efforts on adaptation to Chinese have been made.<ref>{{Cite book|last1=Bellassen|first1=Joel|title=" Ouzhou yuyan gongtong cankao kuangjia xin linian dui hanyu jiaoxue de qishi yu tuidong " <欧洲语言共同参考框架>新理念对汉语教学的启示与推动(Les incidences de la nouvelle approche du CECRL sur la didactique du chinois).|last2=Zhang|first2=Li|work=Chinese Teaching in the World 世界汉语教学|year=2008|volume=3|location=Beijing}}</ref><ref>{{Cite journal|last=Tsai|first=Ya-hsun|date=2009|title=以CEFR為華語能力指標之網路華語分級評量題庫建置 ». 新加坡: " Teaching and Learning of Chinese as a Second Language ", Singapore Centre for Chinese Language.}}</ref>
In Japan, East-Asian language teaching is largely ignored due to Japanese society being mainly oriented toward Western language teaching, missing a valuable opportunity for Japanese to directly reach neighbouring countries and for smaller languages to solidify their languages teaching.<ref name=":1" />
==See also==
* [[Assessment of Basic Language and Learning Skills]]
* [[European Day of Languages]] (26 September)
* [[ILR or Foreign Service Level language ability measures]]
* [[List of language proficiency tests]]
* [[Studies in Language Testing|Studies in Language Testing (SiLT)]]
* [[Task-based language learning]]
==References==
{{reflist}}
{{reflist|group=note}}
===Works cited===
{{Refbegin}}
* {{cite book|url       = https://books.google.com/books?id=-F4e-yGX5h4C|title     = Second Language Distance Learning and Teaching: Theoretical Perspectives and Didactic Ergonomics: Theoretical Perspectives and Didactic Ergonomics|last      = Jean-Claude|first     = Bertin|publisher = IGI Global|year      = 2010|isbn      = 978-1-61520-708-4}}
{{Refend}}
==External links==
{{commons category-inline}}
{{Authority control}}
{{Portal bar|Language|Education|Europe}}
{{DEFAULTSORT:Common European Framework of Reference For Languages}}
[[Category:Council of Europe]]
[[Category:Language assessment]]