Common European Framework of Reference is a guideline used to describe achievements of learners of foreign languages widely accepted as the European standard for grading an individual's language proficiency. It helps to describe the levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications.
A project to develop levels of proficiency launched in 1971 led on to the creation of a "European Language Portfolio" - certification in language ability which can be used across Europe. The project result is the document called "Common European Framework of Reference: Learning, Teaching, Assessment". Its main aim is to provide a method of assessing and teaching which applies to all languages in Europe. The descriptors clearly define the language knowledge and skills necessary for any learner to obtain in order to be able to communicate in a foreign language.
The majority of educational institutions in Great Britain, Germany, France, Spain and other European countries use the new system of reference as an integral approach to assess the foreign language proficiency. The CEFR is a document which describes in a comprehensive manner i) the competences necessary for communication, ii) the related knowledge and skills and iii) the situations and domains of communication. Additionally the CEFR serves as an encouragement for learners of foreign languages.
Moreover, this integral approach is very user-friendly as learners of foreign languages can refer to it when going through a university or job interview both in the home country and abroad.
International Language Training Center, always being in the avant-garde of teaching, both in terms of progressive teaching methods and assessment, adapted the Common European Framework of Reference, and since January 2007 all ILTC Achievement and Attendance certificates are issued in compliance with the European standards. This means that ILTC students will have no difficulty with recognition of their language qualifications in Europe.
Mapping of qualification levels
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CEF |
Level Description |
ILTC Level |
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A1 BREAKTHROUGH |
Students can recognize familiar words and very basic phrases concerning him/herself. They can read familiar words and very simple sentences, for example, on notices and posters or in catalogs; can use simple phrases and sentences to describe where he/she lives and people he/she knows, write short, simple postcards, for example sending holiday greetings, fill in forms with personal details. |
Level 1 Beginner Core 1
Level 2 Beginner Core 2
Teens Beginner, Elementary
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A2 WAYSTAGE |
Students 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). They can read very short, simple texts, such as advertisements, leaflets, menus and timetables, can understand short simple personal letters. Students can communicate in simple and routine tasks using a series of phrases and sentences to describe in simple terms his/her family and other people, living conditions, educational background, present or most recent job. |
Level 3 Elementary Core 1
Level 4 Elementary Core 2
Level 5 Elementary Practice
Teens Pre-Intermediate
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B1 THRESHOLD |
Students can understand the main point of many radio or TV programmes when the delivery is relatively slow and clear. They can understand texts that consist mainly of high frequency everyday or job related language. Students can understand the description of events, feelings and wishes in personal letters. They can deal with most situations likely to arise whilst travelling; can describe experiences and events, dreams, hopes and ambitions, narrate a story or retell the plot of a book or film. Students can write personal letters describing experiences and impressions. |
Level 6 Pre-Intermediate Core
Level 7 Pre-Intermediate Practice
Level 8 Intermediate Core
Level 9 Intermediate Practice
Teens Intermediate
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B2 VANTAGE |
Students can understand extended speech and lectures and follow even complex lines of argument; can understand most TV news and current affairs programmes; can read articles and reports concerned with contemporary problems, contemporary literary prose. Students can quite freely interact with native speakers, can take an active part in discussions in familiar contexts, accounting for and sustaining his/her views. They can write clear, detailed texts on a wide range of subjects related to his/her interests and report events, passing on information or giving reasons in support of or against a particular point of view. |
Level 10 Upper-Intermediate Core
Level 11 Upper-Intermediate Practice
Level 12 Pre-Advanced Core
Level 13 Pre-Advanced Practice
Teens Upper-Intermediate
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C1 EFFECTIVE OPERATIONAL PROFICIENCY
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This level is required for international employment or getting a Master’s or Doctor’s degree. Students can understand television programs and films without too much effort. They can understand specialized articles and longer technical instructions even when they do not relate to his/her field. Students can express him/herself fluently and spontaneously without much obvious searching for expressions. They can write about complex subjects in a letter, an essay or a report, underlining what he/she considers to be the salient issues. |
Level 14 Advanced Core
Advanced Conversation
TOEFL iBT |
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C2 MASTERY
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Students have no difficulty in understanding any kind of spoken language. They can read with ease virtually all forms of the written language. They have a good familiarity with idiomatic expressions and colloquialisms; can express him/herself fluently and convey finer shades of meaning precisely. They can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice significant points, additionally they can produce summaries and reviews of professional or literary works.
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Level 15 Proficiency Course |
