Journal of Language and Cultural Education
, 2019, 7(2)
ISSN 1339-4584
3
1.1
Τ
he Common European Framework of Reference (CEFR)
The CEFR was developed during the 1960’s when the Council of Europe aimed
at facilitating communication amongst its member states. Their purpose was to
establish that all citizens learn both their native
language as well as other
languages of the member st
ates. During the 1970’s, the focus was on developing a
positive stance towards language learning. Thus,
learning objectives were
developed in the form of ‘can
-
do’ statements in order to reinforce learners’
autonomy, independence and motivation. It was imperative that objectives dictate
what
learners could do, even in the lowest levels (Council of Europe). By the
1990’s, a full framework had been developed for language learning, teaching and
assessment aiming at plurilingualism, positive enforcement in learning, design of
textbooks and transparency in testing criteria. It divided language proficiency into
six levels; two Basic A levels (A1, A2), two Independent B levels (B1, B2) and two
Proficient C levels (C1, C2) (Council of Europe).
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