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Topic: Common European Framework of Reference for Languages

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	Common European Framework of Reference for Languages - Wikipedia, the free encyclopedia
		The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, or CEF, is a guideline used to describe achievements of learners of foreign languages across Europe.
		UNIcert (for different languages of both European and non-European countries), which is used in several European countries, is a university-language-education standard based on the CEF.
		This symposium found that a Common European Framework for languages was needed to improve the recognition of language qualifications and help teachers co-operate, eventually leading to improved communication and cooperation generally in Europe.
	en.wikipedia.org /wiki/Common_European_Framework_of_Reference_for_Languages (560 words)

	Foreign language - Wikipedia, the free encyclopedia
		A foreign language is a language not spoken by the indigenous people of a certain place: for example, English is a foreign language in Japan.
		By 1998 nearly all pupils in Europe studied at least one foreign language as part of their compulsory education, the only exception being Ireland, where primary and secondary schoolchildren learn both Irish and English, but neither is considered a foreign language.
		In 2004 a report by the Michel Thomas Language Centre in Britain suggested that speaking a second language could increase an average worker's salary by £3,000 a year, or £145,000 in a lifetime.
	en.wikipedia.org /wiki/Foreign_language (666 words)

	Encyclopedia :: encyclopedia : Indo-European languages (Site not responding. Last check: 2007-11-02)
		Anatolian languages — earliest attested branch, from the 18th century BC; extinct, most notable was the language of the Hittites.
		Indo-Hittite refers to the hypothesis that there is a significant separation between Anatolian and all the remaining groups.
		The possibility of common origin for some of these languages was first proposed by Marcus Zuerius van Boxhorn in 1647, proposing their derivation from "Scythian".
	www.hallencyclopedia.com /Indo-European_languages (3333 words)

	Reference.com/Encyclopedia/Council of Europe
		Membership is open to all European states which accept the principle of the rule of law and guarantee fundamental human rights and freedoms to their citizens.
		The Council of Europe is not to be confused with the Council of the European Union or the European Council, as it is a separate organisation and not part of the European Union.
		Main article: European symbolsThe Council of Europe is responsible for the notable European flag with 12 golden stars (upward pointing) arranged in a circle on a blue background since 1955, and the anthem based on the Ode to Joy in the final movement of Ludwig van Beethoven's ninth symphony since 1972.
	www.reference.com /browse/wiki/Council_of_Europe (691 words)

	Portfolio
		The Framework is of particular interest to course designers, textbook writers, testers, teachers and teacher trainers - in fact to all who are directly involved in language teaching and testing.
		Progress in language learning with regard to the parameters of the descriptive scheme can be calibrated in terms of a flexible series of levels of attainment defined by appropriate descriptors.
		Chapter 6 considers the processes of language learning and teaching, dealing with the relation between acquisition and learning and with the nature and development of plurilingual competence, as well as with methodological options of a general or more specific kind, in relation to the categories set out in Chapters 3 and 4.
	www.coe.int /T/DG4/Portfolio/?L=E&M=/documents_intro/common_framework.html (1145 words)

	The Language Centre \| Common European Framework \| ALTE Association of Language Testers in Europe \| Caserta - S. Maria ...
		Users at this level are able to improve their use of the language by extending their vocabulary and refining their usage and command of style and register rather than by learning about new areas of grammar.
		This means that to some extent they are able to adapt their language use to a variety of social situations, and express opinions and take part in discussions and arguments in a culturally acceptable way.
		Their understanding of spoken language and written texts should go beyond being able to pick out items of factual information, and they should be able to distinguish between main and subsidiary points and between the general topic of a text and specific detail.
	www.thelanguagecentre.it /courses/commoneuropeanframework.asp (758 words)

	[No title]
		The focus of the presentation is the correlation of the European Language Passport with its proficiency scale and self-assessment grid to the professional language competence requirements in the IMO Course.
		In this respect foreign language education at all educational levels is of primary importance as it applies to both academic and specific vocational qualification and has a vital role in the process of integration and student mobility across Europe and worldwide.
		European University Association (EUA) aims to promote the development of a coherent system of European higher education and research, common policies at the international level and increased cooperation in order to enhance the visibility of European higher education in a global context [4].
	home.planet.nl /~kluijven/8kataraskeva.doc (2772 words)

	Papers, articles and case studies \| Subject Centre for Languages, Linguistics and Area Studies (Site not responding. Last check: 2007-11-02)
		It is obvious that though community languages are mentioned, the focus of CEF is for European languages in Europe.
		Chinese, a community language in Europe as it is, obviously falls outside the family of the European languages entrusted with the grand task to promote unity among the member states.
		It is a fundamental methodological principle of the Council of Europe that the methods to be employed in language learning, teaching and research are those considered to be most effective in reaching the objectives agreed in the light of the needs of the individual learners in their social context (CEF: 2003: 142; CEF:xii).
	www.lang.ltsn.ac.uk /resources/paper.aspx?resourceid=2280 (1124 words)

	EUROPA - Education and Training - Europass
		It is an improved version of the common European CV that was defined in the Recommendation of the Commission in March 2002 and which has already been downloaded more than 2 million times.
		It was developed by the Council of Europe and is based on the Common European Framework of Reference for Languages that is becoming the European standard to identify the level of language skills.
		It replaces the old Europass — Training that was built on the core concepts of the "European pathway for training" and the "EUROPASS Training" in the decision on the promotion of European pathways for work-linked training, including apprenticeship (1999/51/EC, published in OJ L 17 of 22.1.1999), adopted by the Council on 21 December 1998.
	ec.europa.eu /education/programmes/europass/index_en.html (622 words)

	European Association for Language Testing and Assessment (Site not responding. Last check: 2007-11-02)
		The Council of Europe attaches considerable importance to the linking of language examination in a reliable manner to the six levels of the "Common European Framework of Reference for Languages" and is currently developing a Manual (and illustrative material) to facilitate this process.
		The European Commission believes that language competencies are part of the core of skills that every European citizen needs for employment, education and personal fulfilment, and that language learning is a lifelong activity.
		The European Commission is not responsible for the content of this web site, nor for any use to which it may be put.
	www.ealta.eu.org /comments.htm (304 words)

	Education \| Europe's framework promotes language discussion, not directives
		The "Common European Framework of Reference for Languages: learning, teaching, assessment" (CEF) seeks to make it easier for teachers, learners, publishers and testers to communicate across languages, educational sectors and national boundaries.
		It is not a directive and aims to encourage those involved in language teaching to reflect on and, where appropriate, question their current aims and methods.
		The CEF draws on theories of communicative competence and language use in order to describe what a language user has to know and do in order to communicate effectively and what learners can typically be expected to do at different levels of proficiency.
	education.guardian.co.uk /print/0,,4900849-108281,00.html (910 words)

	Common European Framework of Reference (Site not responding. Last check: 2007-11-02)
		The Language Policy Division of the Council of Europe has developed common reference standards that are recognised and applied nationally and throughout Europe.
		The Common European Framework of Reference for Languages facilitates a coherent and transparent approach to the specification of learning targets, the selection of learning activities and the evaluation of learning outcomes.
		Level descriptions based on the six levels of the Framework are being developed in detail for a range of specific languages, and planning tools have been developed to promote the learning of more than thirty national and regional languages.
	www.ecml.at /help/detail.asp?i=121 (219 words)

	ELC
		Against the background of the European Year of Languages, the ELC points to the basic truth that the European Higher Education Area can only be achieved if students are encouraged and enabled to develop multilingual and intercultural knowledge and skills.
		It is the specific responsibility of universities to provide the necessary programmes and facilities to students, regardless of the latters’ field of specialisation.
		To ensure transparency, comparability and credit-transfer, the national and institutional objectives should be based on the Council of Europe’s Common European Framework of Reference for Languages.
	www.bologna-berlin2003.de /en/main_documents/docu/ELC.htm (123 words)

	Areas of Competence
		The candidate can compose texts and convey messages that are typical of his/her field of work to an, in general, high degree of language and stylistic accuracy and appropriacy of form, without necessarily having to resort to the use of works of reference.
		Of primary concern is the appropriacy of the content, not the accuracy of the language and the suitability of the style.
		Although the influence of the mother tongue may still be recognisable with regard to pronunciation, choice of vocabulary and use of structures, he/she has an appropriately idiomatic mode of expression at his/her disposal.
	www.lau-net.de /berufsschule.lauf/kaufl/nive1e.htm (830 words)

	CILT, the National Centre for Languages: European Language Portfolio
		As part of the Common European Framework for Language Learning and in order to make lifelong language learning more meaningful, the Council of Europe has proposed that learners should be able to build up a personal languages portfolio.
		The European Language Portfolio was developed and piloted by the Modern Languages Division of the Council of Europe, Strasbourg, from 1998 until 2000.
		The European Language Portfolio is the property of the learner.
	www.cilt.org.uk /elp.htm (435 words)

	[No title]
		Europass is the new single framework for the transparency of qualifications and competences; it aims at facilitating the employment and mobility of citizens across Europe by increasing the transparency of their qualifications and competences.
		Europass is based on a decision (1) prepared by the European Commission and adopted by the European Parliament and the Council on 15 December 2004.
		Developed by the Council of Europe on the basis of the Common European Framework of Reference for Languages, the passport is one of the three elements of the Europass Language Portfolio (passport, language biography and dossier).
	www2.trainingvillage.gr /download/Cinfo/Cinfo12005/C15C2EN.html (798 words)

	CILT, the National Centre for Languages
		The Common European Framework of Reference for Languages (CEF) has been produced by the Council of Europe and is in keeping with its goals of enhancing international communication, promoting mobility and increasing tolerance and respect for cultural diversity.
		A scale of Common Reference levels describes learner performance in six levels (from a ‘basic’ to a ‘proficient’ user) and five kinds of skill.
		CILT’s version of the European Language Portfolio for Adult and Vocational Purposes, see www.cilt.org.uk/qualifications/elp/adultelp.htm, includes a chart, which maps the six levels of the CEF to the UK qualifications frameworks and the National Language Standards.
	www.cilt.org.uk /qualifications/cef.htm (181 words)

	CLCS, TCD: Projects: ELP Network Support Group (Site not responding. Last check: 2007-11-02)
		Documents from the Council of Europe's European Language Portfolio portal found at www.coe.int/portfolio reproduced with kind permission from the Language Policy Division of the Council of Europe.
		Common European Framework of Reference for Languages: Learning, Teaching, Assessment - Language examining and test development.
		June 2001 - Coimbra, Portugal: European Language Portfolio: Strategies for dissemination in the framework of the European Year of Languages 2001.
	www.tcd.ie /CLCS/portfolio/ELP_network/documentation.html (333 words)

	EU Perspective (Site not responding. Last check: 2007-11-02)
		Common European Framework of Reference for Languages is a document that sets standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
		In its 1995 White Paper 'Teaching and Learning: towards the learning society', the European Commission sets the objective of helping all EU citizens to be proficient in three European languages.
		The European Label is an EU scheme that encourages new initiatives in the field of language teaching and learning and enables teachers and learners to stay informed.
	www.britishcouncil.org /yugoslavia-society-cef-eu.htm (342 words)

	European Language Portfolio, DCU
		This document is a record of language skills, qualifications and intercultural experiences in different languages.
		It is a part of a European Language Portfolio which consists of a Passport, a Language Biography and a Dossier containing materials which document and illustrate experiences and achievements.
		Language skills are defined in terms of levels of proficiency presented in the document "A Common European Framework of reference for languages: learning, teaching, assessment." The scale is illustrated in this Language Passport (Self-assessment grid).
	www.dcu.ie /~elp/passport.html (121 words)

	Bristol University - Language Centre - European language portfolio
		The European Language Portfolio (ELP) is a document that can be used by language learners to record and reflect upon their language learning development and cultural experiences.
		Through reflective practice, this form of self-assessment enables the user to gain an appreciation of their individual language learning strategies and language progression over a period of time.
		Language skills are defined in terms of levels of proficiency as determined by the Common European Framework of reference for languages.
	www.bris.ac.uk /languagecentre/afl/spanish/elp.html (246 words)

	TELC Bulletin \| a news page about The European Language Certificates \| WBT Weiterbildungs-Testsysteme GmbH (Site not responding. Last check: 2007-11-02)
		Conference on the European Language Portfolio in the Republic of Macedonia
		Both TELC examinations are at level B1 according to the European Framework of Reference for Languages (Council of Europe).
		The 'ABC of the Common European Framework of Reference for Languages' with information about the Common European Framework of Reference for Languages was published by the WBT some months ago.
	www.language-certificates.com /TELC_Examinations/TELC_Bulletin (667 words)

	[No title]
		The recent introduction of the CEFR in the Norwegian school system is bound to have an impact on language teaching and assessment in Norwegian colleges and universities in the years to come.
		Funding will be expected from within the University of Bergen’s quality reform process Information on students entering language study This subproject will work to determine what information on student backgrounds is most useful to language teachers when students first start their study at the University of Bergen.
		Computer based collaborative tools to aid in language assessment This sub project will attempt to understand what elements of information and communications technology may be most useful for teachers to collaborate in order to establish common norms for the assessment of written assessments.
	nora.hd.uib.no /aksis_dokumenter/quality.doc (372 words)

	ISOC - print version of project: ELP- Project of study of the electronic European Language Porfolio (Site not responding. Last check: 2007-11-02)
		This firm belief is at the root of the Common European Framework of Reference for languages (2001).
		One important aspect underlined by the Framework is the need for the European citizen to have a personal document describing all his/her linguistic experiences and certifications.
		At present many European Institutions have already accepted the suggestions given by the Framework and have created different paper versions of the Portfolio adapting the European ELP format to their specific needs.
	www.isoc.siu.no /isocii.nsf/print/3FD15CB1B26550EAC1256DE2004C8CD3 (208 words)

	Cambridge ESOL - Exams (CEF)
		Cambridge ESOL exams are linked to the Common European Framework of Reference for Languages: Learning, teaching, assessment, published by the Council of Europe.
		In fact they are the only certificated exams referred to in the Framework document as specifically linked to it by a long-term research project.
		Cambridge ESOL is a member of ALTE (Association of Language Testers in Europe), a group of leading language testing organisations in Europe.
	www.cambridgeesol.org /exams/cef.htm (375 words)

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