Christopher James Dimitriadis

Contributor

For those who know me, it’s clear that I love languages and linguistics. The field is both fascinating and complex, offering endless learning opportunities. If you’ve studied a foreign language, you may have encountered the CEFR, so let me explain what it’s all about.

The Common European Framework of Reference for Languages (CEFR) is an international standard for measuring language proficiency. Developed by the Council of Europe between 1986 and 1989, CEFR provides a clear framework for assessing fluency across different languages and educational systems. Its purpose is to facilitate consistent comparison and recognition of language skills, making it easier to evaluate language proficiency.

This article aims to explain the CEFR’s six levels — A1, A2, B1, B2, C1, and C2 — explaining what each level entails, how they are used in language education, and their significance for learners and educators.

The CEFR’s six proficiency levels are divided into three categories: A (Basic User), B (Independent User), and C (Proficient User). Each level represents a specific stage of language competence, ranging from beginner (A1) to advanced (C2). This structure helps standardised language assessments and ensures that learners’ skills are measured consistently, regardless of the language or educational context.

A1 (Beginner)

At the A1 level, learners can understand and use basic expressions and phrases related to immediate needs. They grasp simple spoken or written information and communicate in a very limited manner. For example, an A1 learner can use basic greetings, introduce themselves, and ask simple questions. Writing tasks are limited to short notes or filling out forms with basic personal information.

A2 (Elementary)

The A2 level signifies elementary proficiency. Learners at this level understand and form simple sentences. For example, they can ask for directions or order food, and communicate in routine tasks requiring direct information exchange. Writing abilities include creating short, simple texts on familiar subjects, such as writing postcards or emails.

B1 (Intermediate)

B1 learners are at an intermediate stage, and are capable of understanding the main points of clear standard input on familiar matters. They can manage most simple conversations in this language on familiar topics. At this level, learners can produce simple connected text on familiar topics of personal interest, such as describing experiences or explaining opinions on common issues.

B2 (Upper Intermediate)

At the B2 level, learners are upper-intermediate users who can understand the main ideas of complex texts on both concrete and abstract topics. They can interact with native speakers fluently and spontaneously, making regular communication feasible. Writing at this level involves creating clear, detailed text on a wide range of subjects, including essays or reports.

C1 (Advanced) 

C1 represents advanced proficiency, where learners can understand a wide range of demanding, longer texts and recognize implicit meaning. They can express themselves fluently and spontaneously, with effective use of organisational patterns and cohesive devices. Writing tasks include producing clear, well-structured texts on complex subjects, demonstrating control over style and coherence.

C2 (Proficiency)

C2 is the highest proficiency level, characterised by near-native language skills. Learners at this stage can understand most communication with ease and can summarise information coherently. Their writing is clear, smooth flowing and suitable for complex writing tasks. C2 users express themselves with precision and nuance, handling sophisticated language tasks effectively.

CEFR levels provide a structured approach to tracking language learning goals that learners can use to gauge their current proficiency and plan their studying accordingly. Clear benchmarks let learners identify strengths and weaknesses so they can decide what to focus on. Certain exams, such as the Cambridge English tests and the French DELF (Diplôme d’Études en Langue Française) and DALF (Diplôme Approfondi de Langue Française), align with CEFR levels, allowing learners to obtain official recognition of their language abilities.

The CEFR framework also influences the design of curricula. Educators and developers use CEFR levels to create content aligned with specific proficiency levels, ensuring lessons and resources are appropriate for learners’ skills. This alignment maintains consistency in language instruction.

A strength of the CEFR framework is its ability to standardise language proficiency measurement across different languages and contexts. This consistency facilitates communication among educators, learners, and institutions worldwide and supports transparency in language assessment. It helps learners set clear, achievable goals.

However, the CEFR framework has been criticised for perhaps not fully accounting for cultural and linguistic differences, leading to a one-size-fits-all approach that overlooks unique language learning contexts. Additionally, the framework’s descriptors may lack the nuance needed to capture the full range of language abilities.

Overall, CEFR levels offer a detailed and structured way to understand and assess language proficiency. Each level—from A1 (Beginner) to C2 (Proficiency)—represents a stage in language development, providing valuable benchmarks for both learners and educators. Understanding CEFR levels is essential for setting realistic goals, tracking progress, and designing effective instruction. As language education evolves, CEFR remains a key tool for consistent and meaningful evaluation of language skills.