Common European Framework of Reference for Languages: Learning, Teaching, Assessment - Companion volume (2020)

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