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PDF - Common European Framework of Reference for Languages: Learning, Teaching, assessment - Companion volume (Azerbaijani version) (2024)

Education and modern languages
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The CEFR Companion volume broadens the scope of language education. It reflects academic and societal developments since the publication of the Common European Framework of Reference for Languages (CEFR) and updates the 2001 version. It owes much to the contributions of members of the language teaching profession across Europe and beyond.

This volume contains:
► an explanation of the key aspects of the CEFR for teaching and learning;
► a complete set of updated CEFR descriptors that replaces the 2001 set with:
- modality-inclusive and gender-neutral descriptors;
- added detail on listening and reading;
- a new Pre–A1 level, plus enriched description at A1 and C levels;
- a replacement scale for phonological competence;
- new scales for mediation, online interaction and plurilingual/pluricultural competence;
- new scales for sign language competence;
► a short report on the four-year development, validation and consultation processes.

The CEFR Companion volume represents another step in a process of engagement with language education that has been pursued by the Council of Europe since 1971 and which seeks to:
► promote and support the learning and teaching of modern languages;
► enhance intercultural dialogue, and thus mutual understanding, social cohesion and democracy;
► protect linguistic and cultural diversity in Europe; and
► promote the right to quality education for all.
Foreword
Preface with acknowledgements

CHAPTER 1: Introduction
   1.1. Summary of changes to the illustrative descriptors

CHAPTER 2: Key aspects of the CEFR for teaching and learning
   2.1. Aims of the CEFR
   2.2. Implementing the action-oriented approach
   2.3. Plurinlingual and pluricultural competence
   2.4. The CEFR descriptive scheme
   2.5. Mediation
   2.6. The CEFR common reference levels
   2.7. CEFR profiles
   2.8. The CEFR illustrative descriptors
   2.9. Using the CEFR illustrative descriptors
   2.10. Some useful resources for CEFR implementation
          2.10.1. Web resources
          2.10.2. Books

CHAPTER 3: The CEFR illustrative descriptor scales: communicative language activities and strategies
   3.1. Reception
          3.1.1. Reception activities
                3.1.1.1. Oral comprehensionn
                3.1.1.2. Audio-visual comprehension
                3.1.1.3. Reading comprehension
          3.1.2. Reception strategies
   3.2. Production
          3.2.1. Production activities
                3.2.1.1. Oral production
                3.2.1.2. Written production
          3.2.2. Production strategies
   3.3. Interaction
          3.3.1. Interaction activities
                3.3.1.1. Oral interaction
                3.3.1.2. Written interaction
                3.3.1.3. Online interaction
          3.3.2. Interaction strategies
   3.4. Mediation
          3.4.1. Mediation activities
                3.4.1.1. Mediating a text
                3.4.1.2. Mediating concepts
                3.4.1.3. Mediating communication
          3.4.2. Mediation strategies
                3.4.2.1. Strategies to explain a new concept
                3.4.2.2. Strategies to simplify a text

CHAPTER 4: The CEFR illustrative descriptor scales: plurilingual and pluricultural competence

CHAPTER 5: The CEFR illustrative descriptor scales: communicative language competences
   5.1. Linguistic competence
   5.2. Sociolinguistic competence
   5.3. Pragmatic competence

CHAPTER 6: The CEFR illustrative descriptor scales: signing competences
   6.1. Linguistic competence
   6.2. Sociolinguistic competence
   6.3. Pragmatic competence

APPENDICES
APPENDIX 1: Salient features of the CEFR levels
APPENDIX 2: Self-assessment grid (expanded with online interaction and mediation)
APPENDIX 3: Qualitative features of spoken language (expanded with phonology)
APPENDIX 4: Written assessment grid
APPENDIX 5: Examples of use in different domains for descriptors of online interaction and mediation activities
APPENDIX 6: Development and validation of the extended illustrative descriptors
APPENDIX 7: Substantive changes to specific descriptors published in 2001
APPENDIX 8: Supplementary descriptors
APPENDIX 9: Sources for new descriptors
APPENDIX 10: Online resources

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