Understanding CEFR: A Comprehensive Guide to ‘Can-Do’ Descriptors

The CEFR Common Reference levels are comprehensively detailed through a structured set of illustrative ‘can-do’ descriptors across various categories.

The initial descriptors for both the CEFR and the European Language Portfolio originated from a Swiss National Research Project and were also influenced by earlier Council of Europe’s “threshold levels” specifications. These descriptors have since been updated and expanded through a large-scale international project, culminating in the publication of the CEFR Companion Volume in 2020.

NoCEFR Descriptor Scheme (updated)Mode of
communication
Activity, strategy or competenceScaleLevelDescriptor
1Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionC2Can understand with ease virtually any kind of language, whether live or broadcast, delivered at fast natural speed.
2Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionC1Can understand enough to follow extended discourse on abstract and complex topics beyond their own field, though they may need to confirm occasional details, especially if the variety is unfamiliar.
3Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionC1Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts.
4Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionC1Can follow extended discourse even when it is not clearly structured and when relationships are only implied and not signalled explicitly.
5Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionB2+Can understand standard language or a familiar variety, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme [auditory/visual] background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand.
6Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionB2Can understand the main ideas of propositionally and linguistically complex discourse on both concrete and abstract topics delivered in standard language or a familiar variety, including technical discussions in their field of specialisation.
7Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionB2Can follow extended discourse and complex lines of argument, provided the topic is reasonably familiar, and the direction of the argument is signposted by explicit markers.
8Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionB1+Can understand straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided people articulate clearly in a generally familiar variety.
9Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionB1Can understand the main points made in clear standard language or a familiar variety on familiar matters regularly encountered at work, school, leisure, etc., including short narratives.
10Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionA2+Can understand enough to be able to meet needs of a concrete type, provided people articulate clearly and slowly.
11Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionA2Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment), provided people articulate clearly and slowly.
12Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionA1Can follow language which is very slow and carefully articulated, with long pauses for them to assimilate meaning.
13Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionA1Can recognise concrete information (e.g. places and times) on familiar topics encountered in everyday life, provided it is delivered slowly and clearly.
14Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionPre-A1Can understand short, very simple questions and statements, provided they are delivered slowly and clearly and accompanied by visuals or manual gestures to support understanding and repeated if necessary.
15Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionPre-A1Can recognise everyday, familiar words/signs, provided they are delivered clearly and slowly in a clearly defined, familiar everyday context.
16Communicative language activitiesReceptionOral comprehensionOverall oral comprehensionPre-A1Can recognise numbers, prices, dates and days of the week, provided they are delivered slowly and clearly in a defined, familiar everyday context.
17Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleC2Can identify the sociocultural implications of most of the language used in colloquial discussions that take place at a natural speed.
18Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleC1Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex, unfamiliar topics.
19Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleC1Can identify the attitude of each participant in an animated discussion characterised by overlapping turns, digressions and colloquialisms that is delivered at a natural speed in varieties that are familiar.
20Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleB2+Can keep up with an animated conversation between proficient users of the target language.
21Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleB2Can with some effort catch much of what is said around them, but may find it difficult to participate effectively in discussion with several users of the target language who do not modify their language in any way.
22Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleB2Can identify the main reasons for and against an argument or idea in a discussion conducted in clear standard language or a familiar variety.
23Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleB2Can follow chronological sequence in extended informal discourse, e.g. in a story or anecdote.
24Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleB1+Can follow much of everyday conversation and discussion, provided it is clearly articulated in standard language or in a familiar variety.
25Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleB1Can generally follow the main points of extended discussion around them, provided it is clearly articulated in standard language or a familiar variety.
26Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleA2+Can generally identify the topic of discussion around them when it is conducted slowly and clearly.
27Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleA2+Can recognise when people agree and disagree in a conversation conducted slowly and clearly.
28Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleA2Can follow in outline short, simple social exchanges, conducted very slowly and clearly.
29Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleA1Can understand some expressions when people are discussing them, family, school, hobbies or surroundings, provided the delivery is slow and clear.
30Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peopleA1Can understand words/signs and short sentences in a simple conversation (e.g. between a customer and a salesperson in a shop), provided people communicate very slowly and very clearly.
31Communicative language activitiesReceptionOral comprehensionUnderstanding conversation between other peoplePre-A1No descriptors available
32Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceC2Can follow specialised lectures and presentations employing colloquialism, regional usage or unfamiliar terminology.
33Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceC2Can make appropriate inferences when links or implications are not made explicit.
34Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceC2Can get the point of jokes or allusions in a presentation.
35Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceC1Can follow most lectures, discussions and debates with relative ease.
36Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceB2+Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex.
37Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceB2+Can understand the point of view expressed on topics that are of current interest or that relate to their specialised field, provided the talk is delivered in standard language or a familiar variety.
38Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceB2Can follow complex lines of argument in a clearly articulated lecture, provided the topic is reasonably familiar.
39Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceB2Can distinguish main themes from asides, provided the lecture or talk is delivered in standard language or a familiar variety.
40Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceB2Can recognise the point of view expressed and distinguish this from facts being reporting.
41Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceB1+Can follow a lecture or talk within their own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
42Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceB1+Can distinguish between main ideas and supporting details in standard lectures on familiar subjects, provided these are delivered in clearly articulated standard language or a familiar variety.
43Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceB1Can follow in outline straightforward short talks on familiar topics, provided these are delivered in clearly articulated standard language or a familiar variety.
44Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceB1Can follow a straightforward conference presentation or demonstration with visual support (e.g. slides, handouts) on a topic or product within their field, understanding explanations given.
45Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceB1Can understand the main points of what is said in a straightforward monologue (e.g. a guided tour), provided the delivery is clear and relatively slow.
46Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceA2+Can follow the general outline of a demonstration or presentation on a familiar or predictable topic, where the message is expressed slowly and clearly in simple language and there is visual support (e.g. slides, handouts).
47Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceA2Can follow a very simple, well-structured presentation or demonstration, provided it is illustrated with slides, concrete examples or diagrams, it is delivered slowly and clearly with repetition, and the topic is familiar.
48Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceA2Can understand the outline of simple information given in a predictable situation, such as on a guided tour (e.g. “This is where the President lives”).
49Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audienceA1Can understand in outline very simple information being explained in a predictable situation like a guided tour, provided the delivery is very slow and clear and that there are long pauses from time to time.
50Communicative language activitiesReceptionOral comprehensionUnderstanding as a member of a live audiencePre-A1No descriptors available
51Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsC2No descriptors available; see C1
52Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsC1Can extract specific information from poor quality, [audibly and/or visually] distorted public announcements, e.g. in a station or sports stadium, or on an old recording.
53Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsC1Can understand complex technical information, such as operating instructions or specifications for familiar products and services.
54Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsB2Can understand announcements and messages on concrete and abstract topics delivered in standard language or a familiar variety at normal speed.
55Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsB2Can understand detailed instructions well enough to be able to follow them successfully.
56Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsB1Can understand simple technical information, such as operating instructions for everyday equipment.
57Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsB1Can follow detailed directions.
58Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsB1Can understand public announcements at airports, stations and on planes, buses and trains, provided these are clearly articulated with minimum interference from [auditory/visual] background noise.
59Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsA2+Can understand and follow a series of instructions for familiar everyday activities such as sports, cooking, etc., provided they are delivered slowly and clearly.
60Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsA2+Can understand straightforward announcements (e.g. of a cinema programme or sports event, that a train has been delayed), provided the delivery is slow and clear.
61Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsA2Can catch the main point in short, clear, simple messages and announcements.
62Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsA2Can understand simple directions on how to get from X to Y, by foot or public transport.
63Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsA2Can understand basic instructions on times, dates and numbers, etc., and on routine tasks and assignments to be carried out.
64Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsA1Can understand instructions addressed carefully and slowly to them and follow short, simple directions.
65Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsA1Can understand when someone tells them slowly and clearly where something is, provided the object is in the immediate environment.
66Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsA1Can understand figures, prices and times given slowly and clearly in an announcement by loudspeaker, e.g. at a railway station or in a shop.
67Communicative language activitiesReceptionOral comprehensionUnderstanding announcements and instructionsPre-A1Can understand short, simple instructions for actions such as “Stop”, “Close the door”, etc., provided they are delivered slowly face-to-face, accompanied by pictures or manual gestures and repeated if necessary.
68Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsC2No descriptors available; see C1
69Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsC1Can understand a wide range of recorded and broadcast material, including some non-standard usage, and identify finer points of detail including implicit attitudes and relationships between people.
70Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsB2+Can understand recordings in the standard form of the language likely to be encountered in social, professional or academic life and identify viewpoints and attitudes as well as the information content.
71Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsB2Can understand most documentaries and most other recorded or broadcast material delivered in the standard form of the language and can identify mood, attitude, etc.
72Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsB1+Can understand the information content of the majority of recorded or broadcast material on topics of personal interest delivered in clear standard language.
73Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsB1Can understand the main points of news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly.
74Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsB1Can understand the main points and important details in stories and other narratives (e.g. a description of a holiday), provided the delivery is slow and clear.
75Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsA2+Can understand the most important information contained in short commercials concerning goods and services of interest (e.g. CDs, video games, travel).
76Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsA2+Can understand in an interview what people say they do in their free time, what they particularly like doing and what they do not like doing, provided they speak slowly and clearly.
77Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsA2Can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters which are delivered slowly and clearly.
78Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsA2Can extract important information from short broadcasts (e.g. the weather forecast, concert announcements, sports results), provided people talk clearly.
79Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsA2Can understand the important points of a story and manage to follow the plot, provided the story is told slowly and clearly.
80Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsA1Can pick out concrete information (e.g. places and times) from short recordings on familiar everyday topics, provided they are delivered very slowly and clearly.
81Communicative language activitiesReceptionOral comprehensionUnderstanding audio (or signed) media and recordingsPre-A1Can recognise words/signs, names and numbers that they already know in simple, short recordings, provided these are delivered very slowly and clearly.
82Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoC2No descriptors available; see C1
83Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoC1Can follow films employing a considerable degree of slang and idiomatic usage.
84Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoC1Can understand in detail the arguments presented in demanding television broadcasts such as current affairs programmes, interviews, discussion programmes and chat shows.
85Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoC1Can understand nuances and implied meaning in most films, plays and TV programmes, provided these are delivered in standard language or a familiar variety.
86Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoB2+Can extract the main points from the arguments and discussions in news and current affairs programmes.
87Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoB2Can understand most TV news and current affairs programmes.
88Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoB2Can understand documentaries, live interviews, talk shows, plays and the majority of films in the standard form of the language or a familiar variety.
89Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoB1+Can understand a large part of many TV programmes on topics of personal interest such as interviews, short lectures and news reports when the delivery is relatively slow and clear.
90Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoB1Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language.
91Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoB1Can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear.
92Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoA2+Can identify the main point of TV news items reporting events, accidents, etc. where the visuals support the commentary.
93Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoA2+Can follow a TV commercial or a trailer for or scene from a film, understanding what topic(s) are concerned, provided the images are a great help in understanding and the delivery is clear and relatively slow.
94Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoA2Can follow changes of topic of factual TV news items, and form an idea of the main content.
95Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoA1Can recognise familiar words/signs and phrases and identify the topics in headline news summaries and many of the products in advertisements, by exploiting visual information and general knowledge.
96Communicative language activitiesReceptionAudio-visual comprehensionWatching TV, film and videoPre-A1Can identify the subject of a video document on the basis of visual information and previous knowledge.
97Communicative language activitiesReceptionReading comprehensionOverall reading comprehensionC2Can understand virtually all types of texts including abstract, structurally complex, or highly colloquial literary and non-literary writings.
98Communicative language activitiesReceptionReading comprehensionOverall reading comprehensionC2Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning.
99Communicative language activitiesReceptionReading comprehensionOverall reading comprehensionC1Can understand in detail lengthy, complex texts, whether or not these relate to their own area of speciality, provided they can reread difficult sections.
100Communicative language activitiesReceptionReading comprehensionOverall reading comprehensionC1Can understand a wide variety of texts including literary writings, newspaper or magazine articles, and specialised academic or professional publications, provided there are opportunities for rereading and they have access to reference tools.
101Communicative language activitiesReceptionReading comprehensionOverall reading comprehensionB2Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms.
102Communicative language activitiesReceptionReading comprehensionOverall reading comprehensionB1Can read straightforward factual texts on subjects related to their field of interest with a satisfactory level of comprehension.
103Communicative language activitiesReceptionReading comprehensionOverall reading comprehensionA2+Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language.
104Communicative language activitiesReceptionReading comprehensionOverall reading comprehensionA2Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
105Communicative language activitiesReceptionReading comprehensionOverall reading comprehensionA1Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.
106Communicative language activitiesReceptionReading comprehensionOverall reading comprehensionPre-A1Can recognise familiar words/signs accompanied by pictures, such as a fast-food restaurant menu illustrated with photos or a picture book using familiar vocabulary.
107Communicative language activitiesReceptionReading comprehensionReading correspondenceC2Can understand specialised, formal correspondence on a complex topic.
108Communicative language activitiesReceptionReading comprehensionReading correspondenceC1Can understand any correspondence given the occasional use of a dictionary.
109Communicative language activitiesReceptionReading comprehensionReading correspondenceC1Can understand implicit as well as explicit attitudes, emotions and opinions expressed in e-mails, discussion forums, vlogs/blogs, etc., provided there are opportunities for rereading and they have access to reference tools.
110Communicative language activitiesReceptionReading comprehensionReading correspondenceC1Can understand slang, idiomatic expressions and jokes in private correspondence.
111Communicative language activitiesReceptionReading comprehensionReading correspondenceB2Can read correspondence relating to their field of interest and readily grasp the essential meaning.
112Communicative language activitiesReceptionReading comprehensionReading correspondenceB2Can understand what is said in a personal e-mail or posting even where some colloquial language is used.
113Communicative language activitiesReceptionReading comprehensionReading correspondenceB1+Can understand formal correspondence on less familiar subjects well enough to redirect it to someone else.
114Communicative language activitiesReceptionReading comprehensionReading correspondenceB1Can understand the description of events, feelings and wishes in personal letters well enough to correspond regularly with a pen friend.
115Communicative language activitiesReceptionReading comprehensionReading correspondenceB1Can understand straightforward personal letters, e-mails or postings giving a relatively detailed account of events and experiences.
116Communicative language activitiesReceptionReading comprehensionReading correspondenceB1Can understand standard formal correspondence and online postings in their area of professional interest.
117Communicative language activitiesReceptionReading comprehensionReading correspondenceA2+Can understand a simple personal letter, e-mail or post in which the person writing is talking about familiar subjects (such as friends or family) or asking questions on these subjects.
118Communicative language activitiesReceptionReading comprehensionReading correspondenceA2+Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation, etc.) on familiar topics.
119Communicative language activitiesReceptionReading comprehensionReading correspondenceA2Can understand short, simple personal letters.
120Communicative language activitiesReceptionReading comprehensionReading correspondenceA2Can understand very simple formal e-mails and letters (e.g. confirmation of a booking or online purchase).
121Communicative language activitiesReceptionReading comprehensionReading correspondenceA1Can understand short, simple messages on postcards.
122Communicative language activitiesReceptionReading comprehensionReading correspondenceA1Can understand short, simple messages sent via social media or e-mail (e.g. proposing what to do, when and where to meet).
123Communicative language activitiesReceptionReading comprehensionReading correspondencePre-A1Can understand from a letter, card or e-mail the event to which they are being invited and the information given about day, time and location.
124Communicative language activitiesReceptionReading comprehensionReading correspondencePre-A1Can recognise times and places in very simple notes and text messages from friends or colleagues (e.g. “Back at 4 o’clock” or “In the meeting room”), provided there are no abbreviations.
125Communicative language activitiesReceptionReading comprehensionReading for orientationC2No descriptors available; see B2
126Communicative language activitiesReceptionReading comprehensionReading for orientationC1No descriptors available; see B2
127Communicative language activitiesReceptionReading comprehensionReading for orientationB2+Can scan quickly through several sources (articles, reports, websites, books, etc.) in parallel, in both their own field and in related fields, and can identify the relevance and usefulness of particular sections for the task at hand.
128Communicative language activitiesReceptionReading comprehensionReading for orientationB2Can scan quickly through long and complex texts, locating relevant details.
129Communicative language activitiesReceptionReading comprehensionReading for orientationB2Can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile.
130Communicative language activitiesReceptionReading comprehensionReading for orientationB1+Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.
131Communicative language activitiesReceptionReading comprehensionReading for orientationB1+Can scan through straightforward, factual texts in magazines, brochures or on the web, identify what they are about and decide whether they contain information that might be of practical use.
132Communicative language activitiesReceptionReading comprehensionReading for orientationB1Can find and understand relevant information in everyday material, such as letters, brochures and short official documents.
133Communicative language activitiesReceptionReading comprehensionReading for orientationB1Can pick out important information about preparation and usage on the labels on foodstuff and medicine.
134Communicative language activitiesReceptionReading comprehensionReading for orientationB1Can assess whether an article, report or review is on the required topic.
135Communicative language activitiesReceptionReading comprehensionReading for orientationB1Can understand the important information in simple, clearly drafted adverts in newspapers or magazines, provided there are not too many abbreviations.
136Communicative language activitiesReceptionReading comprehensionReading for orientationA2+Can find specific information in practical, concrete, predictable texts (e.g. travel guidebooks, recipes), provided they are produced in simple language.
137Communicative language activitiesReceptionReading comprehensionReading for orientationA2+Can understand the main information in short and simple descriptions of goods in brochures and websites (e.g. portable digital devices, cameras).
138Communicative language activitiesReceptionReading comprehensionReading for orientationA2Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables.
139Communicative language activitiesReceptionReading comprehensionReading for orientationA2Can locate specific information in lists and isolate the information required (e.g. use the Yellow Pages to find a service or tradesman).
140Communicative language activitiesReceptionReading comprehensionReading for orientationA2Can understand everyday signs and notices, etc. in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings.
141Communicative language activitiesReceptionReading comprehensionReading for orientationA1Can recognise familiar names, words/signs and very basic phrases on simple notices in the most common everyday situations.
142Communicative language activitiesReceptionReading comprehensionReading for orientationA1Can understand store guides (information on which floors departments are on) and directions (e.g. where to find lifts).
143Communicative language activitiesReceptionReading comprehensionReading for orientationA1Can understand basic hotel information (e.g. times when meals are served).
144Communicative language activitiesReceptionReading comprehensionReading for orientationA1Can find and understand simple, important information in advertisements, programmes for special events, leaflets and brochures (e.g. what is proposed, costs, the date and place of the event, departure times).
145Communicative language activitiesReceptionReading comprehensionReading for orientationPre-A1Can understand simple everyday signs such as “Parking”, “Station”, “Dining room”, “No smoking”, etc.
146Communicative language activitiesReceptionReading comprehensionReading for orientationPre-A1Can find information about places, times and prices on posters, flyers and notices.
147Communicative language activitiesReceptionReading comprehensionReading for information and argumentC2Can understand the finer points and implications of a complex report or article even outside their area of specialisation.
148Communicative language activitiesReceptionReading comprehensionReading for information and argumentC1Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions.
149Communicative language activitiesReceptionReading comprehensionReading for information and argumentB2+Can obtain information, ideas and opinions from highly specialised sources within their field.
150Communicative language activitiesReceptionReading comprehensionReading for information and argumentB2+Can understand specialised articles outside their field, provided they can use a dictionary occasionally to confirm their interpretation of terminology.
151Communicative language activitiesReceptionReading comprehensionReading for information and argumentB2Can understand articles and reports concerned with contemporary problems in which particular stances or viewpoints are adopted.
152Communicative language activitiesReceptionReading comprehensionReading for information and argumentB2Can recognise when a text provides factual information and when it seeks to convince readers of something.
153Communicative language activitiesReceptionReading comprehensionReading for information and argumentB2Can recognise different structures in discursive text: contrasting arguments, problem–solution presentation and cause–effect relationships.
154Communicative language activitiesReceptionReading comprehensionReading for information and argumentB1+Can understand straightforward, factual texts on subjects relating to their interests or studies.
155Communicative language activitiesReceptionReading comprehensionReading for information and argumentB1+Can understand short texts on subjects that are familiar or of current interest, in which people give their points of view (e.g. critical contributions to an online discussion forum or readers’ letters to the editor).
156Communicative language activitiesReceptionReading comprehensionReading for information and argumentB1+Can identify the main conclusions in clearly signalled argumentative texts.
157Communicative language activitiesReceptionReading comprehensionReading for information and argumentB1+Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail.
158Communicative language activitiesReceptionReading comprehensionReading for information and argumentB1Can recognise significant points in straightforward news articles on familiar subjects.
159Communicative language activitiesReceptionReading comprehensionReading for information and argumentB1Can understand most factual information that they are likely to come across on familiar subjects of interest, provided they have sufficient time for rereading.
160Communicative language activitiesReceptionReading comprehensionReading for information and argumentB1Can understand the main points in descriptive notes such as those on museum exhibits and explanatory boards in exhibitions.
161Communicative language activitiesReceptionReading comprehensionReading for information and argumentA2+Can identify specific information in simpler material they encounter such as letters, brochures and short news articles describing events.
162Communicative language activitiesReceptionReading comprehensionReading for information and argumentA2+Can follow the general outline of a news report on a familiar type of event, provided the contents are familiar and predictable.
163Communicative language activitiesReceptionReading comprehensionReading for information and argumentA2+Can pick out the main information in short news reports or simple articles in which figures, names, illustrations and titles play a prominent role and support the meaning of the text.
164Communicative language activitiesReceptionReading comprehensionReading for information and argumentA2+Can understand the main points of short texts dealing with everyday topics (e.g. lifestyle, hobbies, sports, weather).
165Communicative language activitiesReceptionReading comprehensionReading for information and argumentA2Can understand texts describing people, places, everyday life and culture, etc., provided they use simple language.
166Communicative language activitiesReceptionReading comprehensionReading for information and argumentA2Can understand information given in illustrated brochures and maps (e.g. the principal attractions of a city).
167Communicative language activitiesReceptionReading comprehensionReading for information and argumentA2Can understand the main points in short news items on subjects of personal interest (e.g. sport, celebrities).
168Communicative language activitiesReceptionReading comprehensionReading for information and argumentA2Can understand a short factual description or report within their own field, provided simple language is used and that it does not contain unpredictable detail.
169Communicative language activitiesReceptionReading comprehensionReading for information and argumentA2Can understand most of what people say about themselves in a personal ad or post and what they say they like in other people.
170Communicative language activitiesReceptionReading comprehensionReading for information and argumentA1Can get an idea of the content of simpler informational material and short, simple descriptions, especially if there is visual support.
171Communicative language activitiesReceptionReading comprehensionReading for information and argumentA1Can understand short texts on subjects of personal interest (e.g. news flashes about sports, music, travel or stories) composed in very simple language and supported by illustrations and pictures.
172Communicative language activitiesReceptionReading comprehensionReading for information and argumentPre-A1Can understand the simplest informational material such as a fast-food restaurant menu illustrated with photos or an illustrated story formulated in very simple everyday words/signs.
173Communicative language activitiesReceptionReading comprehensionReading instructionsC2No descriptors available; see C1
174Communicative language activitiesReceptionReading comprehensionReading instructionsC1Can understand in detail lengthy, complex instructions on a new machine or procedure, whether or not the instructions relate to their own area of speciality, provided they can reread difficult sections.
175Communicative language activitiesReceptionReading comprehensionReading instructionsB2Can understand lengthy, complex instructions in their field, including details on conditions and warnings, provided they can reread difficult sections.
176Communicative language activitiesReceptionReading comprehensionReading instructionsB1+Can understand instructions and procedures in the form of a continuous text, for instance in a manual, provided they are familiar with the type of process or product concerned.
177Communicative language activitiesReceptionReading comprehensionReading instructionsB1Can understand clearly expressed, straightforward instructions for a piece of equipment.
178Communicative language activitiesReceptionReading comprehensionReading instructionsB1Can follow simple instructions given on packaging (e.g. cooking instructions).
179Communicative language activitiesReceptionReading comprehensionReading instructionsB1Can understand most short safety instructions, (e.g. on public transport or in manuals for the use of electrical equipment).
180Communicative language activitiesReceptionReading comprehensionReading instructionsA2+Can understand regulations, for example safety, when expressed in simple language.
181Communicative language activitiesReceptionReading comprehensionReading instructionsA2+Can understand short instructions illustrated step by step (e.g. for installing new technology).
182Communicative language activitiesReceptionReading comprehensionReading instructionsA2Can understand simple instructions on equipment encountered in everyday life – such as a public telephone.
183Communicative language activitiesReceptionReading comprehensionReading instructionsA2Can understand simple, brief instructions, provided they are illustrated and not presented in continuous text.
184Communicative language activitiesReceptionReading comprehensionReading instructionsA2Can understand instructions on medicine labels expressed as a simple command (e.g. “Take before meals” or “Do not take if driving”).
185Communicative language activitiesReceptionReading comprehensionReading instructionsA2Can follow a simple recipe, especially if there are pictures to illustrate the most important steps.
186Communicative language activitiesReceptionReading comprehensionReading instructionsA1Can follow short, simple directions (e.g. to go from X to Y).
187Communicative language activitiesReceptionReading comprehensionReading instructionsPre-A1Can understand very short, simple, instructions used in familiar everyday contexts (e.g. “No parking”, “No food or drink”), especially if there are illustrations.
188Communicative language activitiesReceptionReading comprehensionReading as a leisure activityC2Can read virtually all forms of texts including classical or colloquial literary and non-literary texts in different genres, appreciating subtle distinctions of style and implicit as well as explicit meaning.
189Communicative language activitiesReceptionReading comprehensionReading as a leisure activityC1Can read and appreciate a variety of literary texts, provided they can reread certain sections and that they can access reference tools if they wish.
190Communicative language activitiesReceptionReading comprehensionReading as a leisure activityC1Can read contemporary literary texts and non-fiction produced in the standard form of the language or a familiar variety with little difficulty and with appreciation of implicit meanings and ideas.
191Communicative language activitiesReceptionReading comprehensionReading as a leisure activityB2Can read for pleasure with a large degree of independence, adapting style and speed of reading to different texts (e.g. magazines, more straightforward novels, history books, biographies, travelogues, guides, lyrics, poems), using appropriate reference sources selectively.
192Communicative language activitiesReceptionReading comprehensionReading as a leisure activityB2Can read novels with a strong, narrative plot and that use straightforward, unelaborated language, provided they can take their time and use a dictionary.
193Communicative language activitiesReceptionReading comprehensionReading as a leisure activityB1+Can read newspaper/magazine accounts of films, books, concerts, etc. produced for a wider audience and understand the main points.
194Communicative language activitiesReceptionReading comprehensionReading as a leisure activityB1+Can understand simple poems and song lyrics provided these employ straightforward language and style.
195Communicative language activitiesReceptionReading comprehensionReading as a leisure activityB1Can understand descriptions of places, events, explicitly expressed feelings and perspectives in narratives, guides and magazine articles that employ high frequency everyday language.
196Communicative language activitiesReceptionReading comprehensionReading as a leisure activityB1Can understand a travel diary mainly describing the events of a journey and the experiences and discoveries of the writer.
197Communicative language activitiesReceptionReading comprehensionReading as a leisure activityB1Can follow the plot of stories, simple novels and comics with a clear linear storyline and high frequency everyday language, given regular use of a dictionary.
198Communicative language activitiesReceptionReading comprehensionReading as a leisure activityA2+Can understand enough to read short, simple stories and comic strips involving familiar, concrete situations described in high frequency everyday language.
199Communicative language activitiesReceptionReading comprehensionReading as a leisure activityA2+Can understand the main points made in short magazine reports or guide entries that deal with concrete everyday topics (e.g. hobbies, sports, leisure activities, animals).
200Communicative language activitiesReceptionReading comprehensionReading as a leisure activityA2Can understand short narratives and descriptions of someone’s life composed in simple language.
201Communicative language activitiesReceptionReading comprehensionReading as a leisure activityA2Can understand what is happening in a photo story (e.g. in a lifestyle magazine) and form an impression of what the characters are like.
202Communicative language activitiesReceptionReading comprehensionReading as a leisure activityA2Can understand much of the information provided in a short description of a person (e.g. a celebrity).
203Communicative language activitiesReceptionReading comprehensionReading as a leisure activityA2Can understand the main point of a short article reporting an event that follows a predictable pattern (e.g. the Oscars), provided it is composed clearly in simple language.
204Communicative language activitiesReceptionReading comprehensionReading as a leisure activityA1Can understand short, illustrated narratives about everyday activities described in simple words.
205Communicative language activitiesReceptionReading comprehensionReading as a leisure activityA1Can understand in outline short texts in illustrated stories, provided the images help them to guess at a lot of the content.
206Communicative language activitiesReceptionReading comprehensionReading as a leisure activityPre-A1No descriptors available
207Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)C2No descriptors available; see C1
208Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)C1Is skilled at using contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next.
209Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)B2Can use a variety of strategies to achieve comprehension, including watching out for main points and checking comprehension by using contextual clues.
210Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)B1+Can exploit different types of connectors (numerical, temporal, logical) and the role of key paragraphs in the overall organisation in order to better understand the argumentation in a text.
211Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)B1+Can extrapolate the meaning of a section of a text by taking into account the text as a whole.
212Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)B1+Can identify the meaning of unfamiliar words/signs from the context on topics related to their field and interests.
213Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)B1+Can extrapolate the meaning of occasional unknown words/signs from the context and deduce sentence meaning, provided the topic discussed is familiar.
214Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)B1Can make basic inferences or predictions about text content from headings, titles or headlines.
215Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)B1Can watch or listen to a short narrative and predict what will happen next.
216Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)B1Can follow a line of argumentation or the sequence of events in a story, by focusing on common logical connectors (e.g. however, because) and temporal connectors (e.g. after that, beforehand).
217Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)B1Can deduce the probable meaning of unknown words/signs in a text by identifying their constituent parts (e.g. identifying roots, lexical elements, suffixes and prefixes).
218Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)A2+Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words/signs from the context.
219Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)A2+Can exploit their recognition of known words/signs to deduce the meaning of unfamiliar words/signs in short expressions used in routine everyday contexts.
220Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)A2Can exploit format, appearance and typographic features in order to identify the type of text: news story, promotional text, article, textbook, chat or forum, etc.
221Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)A2Can exploit numbers, dates, names, proper nouns, etc. to identify the topic of a text.
222Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)A2Can deduce the meaning and function of unknown formulaic expressions from their position in a text (e.g. at the beginning or end of a letter).
223Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)A1Can deduce the meaning of an unknown word/sign for a concrete action or object, provided the surrounding text is very simple, and on a familiar everyday subject.
224Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)A1Can guess the probable meaning of an unknown word/sign that is similar to one in the language they normally use.
225Communicative language strategiesReceptionIdentifying cues and inferring (spoken, signed and written)Pre-A1Can deduce the meaning of a word/sign from an accompanying picture or icon.
226Communicative language activitiesProductionOral productionOverall oral productionC2Can produce clear, smoothly flowing, well-structured discourse with an effective logical structure which helps the recipient to notice and remember significant points.
227Communicative language activitiesProductionOral productionOverall oral productionC1Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
228Communicative language activitiesProductionOral productionOverall oral productionB2+Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail.
229Communicative language activitiesProductionOral productionOverall oral productionB2Can give clear, detailed descriptions and presentations on a wide range of subjects related to their field of interest, expanding and supporting ideas with subsidiary points and relevant examples.
230Communicative language activitiesProductionOral productionOverall oral productionB1Can reasonably fluently sustain a straightforward description of one of a variety of subjects within their field of interest, presenting it as a linear sequence of points.
231Communicative language activitiesProductionOral productionOverall oral productionA2Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list.
232Communicative language activitiesProductionOral productionOverall oral productionA1Can produce simple, mainly isolated phrases about people and places.
233Communicative language activitiesProductionOral productionOverall oral productionPre-A1Can produce short phrases about themselves, giving basic personal information (e.g. name, address, family, nationality).
234Communicative language activitiesProductionOral productionSustained monologue: describing experienceC2Can give clear, smoothly flowing, elaborate and often memorable descriptions.
235Communicative language activitiesProductionOral productionSustained monologue: describing experienceC1Can give clear, detailed descriptions of complex subjects.
236Communicative language activitiesProductionOral productionSustained monologue: describing experienceC1Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding them off with an appropriate conclusion.
237Communicative language activitiesProductionOral productionSustained monologue: describing experienceB2Can give clear, detailed descriptions on a wide range of subjects related to their field of interest.
238Communicative language activitiesProductionOral productionSustained monologue: describing experienceB2Can describe the personal significance of events and experiences in detail.
239Communicative language activitiesProductionOral productionSustained monologue: describing experienceB1+Can clearly express feelings about something experienced and give reasons to explain those feelings.
240Communicative language activitiesProductionOral productionSustained monologue: describing experienceB1Can give straightforward descriptions on a variety of familiar subjects within their field of interest.
241Communicative language activitiesProductionOral productionSustained monologue: describing experienceB1Can reasonably fluently relate a straightforward narrative or description as a sequence of points.
242Communicative language activitiesProductionOral productionSustained monologue: describing experienceB1Can give detailed accounts of experiences, describing feelings and reactions.
243Communicative language activitiesProductionOral productionSustained monologue: describing experienceB1Can relate details of unpredictable occurrences, e.g. an accident.
244Communicative language activitiesProductionOral productionSustained monologue: describing experienceB1Can relate the plot of a book or film and describe their reactions.
245Communicative language activitiesProductionOral productionSustained monologue: describing experienceB1Can describe dreams, hopes and ambitions.
246Communicative language activitiesProductionOral productionSustained monologue: describing experienceB1Can describe events, real or imagined.
247Communicative language activitiesProductionOral productionSustained monologue: describing experienceB1Can narrate a story.
248Communicative language activitiesProductionOral productionSustained monologue: describing experienceA2+Can tell a story or describe something in a simple list of points.
249Communicative language activitiesProductionOral productionSustained monologue: describing experienceA2+Can describe everyday aspects of their environment e.g. people, places, a job or study experience.
250Communicative language activitiesProductionOral productionSustained monologue: describing experienceA2+Can give short, basic descriptions of events and activities.
251Communicative language activitiesProductionOral productionSustained monologue: describing experienceA2+Can describe plans and arrangements, habits and routines, past activities and personal experiences.
252Communicative language activitiesProductionOral productionSustained monologue: describing experienceA2+Can use simple descriptive language to make brief statements about and compare objects and possessions.
253Communicative language activitiesProductionOral productionSustained monologue: describing experienceA2+Can explain what they like or dislike about something.
254Communicative language activitiesProductionOral productionSustained monologue: describing experienceA2Can describe their family, living conditions, educational background, present or most recent job.
255Communicative language activitiesProductionOral productionSustained monologue: describing experienceA2Can describe people, places and possessions in simple terms.
256Communicative language activitiesProductionOral productionSustained monologue: describing experienceA2Can express what they are good at and not so good at (e.g. sports, games, skills, subjects).
257Communicative language activitiesProductionOral productionSustained monologue: describing experienceA2Can briefly describe what they plan to do at the weekend or during the holidays.
258Communicative language activitiesProductionOral productionSustained monologue: describing experienceA1Can describe themselves, what they do and where they live.
259Communicative language activitiesProductionOral productionSustained monologue: describing experienceA1Can describe simple aspects of their everyday life in a series of simple sentences, using simple words/signs and basic phrases, provided they can prepare in advance.
260Communicative language activitiesProductionOral productionSustained monologue: describing experiencePre-A1Can describe themselves (e.g. name, age, family), using simple words/signs and formulaic expressions, provided they can prepare in advance.
261Communicative language activitiesProductionOral productionSustained monologue: describing experiencePre-A1Can express how they are feeling using simple adjectives like “happy” or “tired”, accompanied by body language.
262Communicative language activitiesProductionOral productionSustained monologue: giving informationC2No descriptors available; see C1
263Communicative language activitiesProductionOral productionSustained monologue: giving informationC1Can communicate clearly detailed distinctions between ideas, concepts and things that closely resemble one other.
264Communicative language activitiesProductionOral productionSustained monologue: giving informationC1Can give instructions on carrying out a series of complex professional or academic procedures.
265Communicative language activitiesProductionOral productionSustained monologue: giving informationB2+Can communicate complex information and advice on the full range of matters related to their occupational role.
266Communicative language activitiesProductionOral productionSustained monologue: giving informationB2Can communicate detailed information reliably.
267Communicative language activitiesProductionOral productionSustained monologue: giving informationB2Can give a clear, detailed description of how to carry out a procedure.
268Communicative language activitiesProductionOral productionSustained monologue: giving informationB1+Can explain the main points in an idea or problem with reasonable precision.
269Communicative language activitiesProductionOral productionSustained monologue: giving informationB1+Can describe how to do something, giving detailed instructions.
270Communicative language activitiesProductionOral productionSustained monologue: giving informationB1Can report straightforward factual information on a familiar topic, for example to indicate the nature of a problem or to give detailed directions, provided they can prepare beforehand.
271Communicative language activitiesProductionOral productionSustained monologue: giving informationA2Can give simple directions on how to get from X to Y, using basic expressions such as “turn right” and “go straight” along with sequential connectors such as “first”, “then” and “next”.
272Communicative language activitiesProductionOral productionSustained monologue: giving informationA1Can name an object and indicate its shape and colour while showing it to others using basic words/signs, phrases and formulaic expressions, provided they can prepare in advance.
273Communicative language activitiesProductionOral productionSustained monologue: giving informationPre-A1No descriptors available
274Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)C2No descriptors available; see C1
275Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)C1Can argue a case on a complex issue, formulating points precisely and employing emphasis effectively.
276Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)C1Can develop an argument systematically in well-structured language, taking into account the interlocutor’s perspective, highlighting significant points with supporting examples and concluding appropriately.
277Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)B2+Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail.
278Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)B2Can develop a clear argument, expanding and supporting their points of view at some length with subsidiary points and relevant examples.
279Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)B2Can construct a chain of reasoned argument.
280Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)B2Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
281Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)B1+Can develop an argument well enough to be followed without difficulty most of the time.
282Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)B1+Can give simple reasons to justify a viewpoint on a familiar topic.
283Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)B1Can express opinions on subjects relating to everyday life, using simple expressions.
284Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)B1Can briefly give reasons and explanations for opinions, plans and actions.
285Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)B1Can explain whether or not they approve of what someone has done and give reasons to justify this opinion.
286Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)A2+Can explain what they like or dislike about something, why they prefer one thing to another, making simple, direct comparisons.
287Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)A2Can present their opinion in simple terms, provided interlocutors are patient.
288Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)A1No descriptors available
289Communicative language activitiesProductionOral productionSustained monologue: putting a case (e.g. in a debate)Pre-A1No descriptors available
290Communicative language activitiesProductionOral productionPublic announcementsC2No descriptors available; see C1
291Communicative language activitiesProductionOral productionPublic announcementsC1Can deliver announcements fluently, almost effortlessly, using stress and intonation to convey finer shades of meaning precisely.
292Communicative language activitiesProductionOral productionPublic announcementsB2Can deliver announcements on most general topics with a degree of clarity, fluency and spontaneity which causes no strain or inconvenience to the recipient.
293Communicative language activitiesProductionOral productionPublic announcementsB1Can deliver short, rehearsed announcements on a topic pertinent to everyday occurrences in their field which, despite possible problems with stress and intonation (= non-manuals in a sign language), are nevertheless clearly intelligible.
294Communicative language activitiesProductionOral productionPublic announcementsA2Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to recipients who are prepared to concentrate.
295Communicative language activitiesProductionOral productionPublic announcementsA1No descriptors available
296Communicative language activitiesProductionOral productionPublic announcementsPre-A1No descriptors available
297Communicative language activitiesProductionOral productionAddressing audiencesC2Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience’s needs.
298Communicative language activitiesProductionOral productionAddressing audiencesC2Can handle difficult and even hostile questioning.
299Communicative language activitiesProductionOral productionAddressing audiencesC1Can give a clear, well-structured presentation on a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples.
300Communicative language activitiesProductionOral productionAddressing audiencesC1Can structure a longer presentation appropriately in order to help the audience follow the sequence of ideas and understand the overall argumentation.
301Communicative language activitiesProductionOral productionAddressing audiencesC1Can speculate or hypothesise in presenting a complex subject, comparing and evaluating alternative proposals and arguments.
302Communicative language activitiesProductionOral productionAddressing audiencesC1Can handle interjections well, responding spontaneously and almost effortlessly.
303Communicative language activitiesProductionOral productionAddressing audiencesB2+Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail.
304Communicative language activitiesProductionOral productionAddressing audiencesB2+Can depart spontaneously from a prepared text and follow up interesting points raised by members of the audience, often showing remarkable fluency and ease of expression.
305Communicative language activitiesProductionOral productionAddressing audiencesB2Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options.
306Communicative language activitiesProductionOral productionAddressing audiencesB2Can take a series of follow-up questions with a degree of fluency and spontaneity which poses no strain for either themselves or the audience.
307Communicative language activitiesProductionOral productionAddressing audiencesB1+Can give a prepared presentation on a familiar topic within their field, outlining similarities and differences (e.g. between products, countries/regions, plans).
308Communicative language activitiesProductionOral productionAddressing audiencesB1Can give a prepared straightforward presentation on a familiar topic within their field which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision.
309Communicative language activitiesProductionOral productionAddressing audiencesB1Can take follow-up questions, but may have to ask for repetition if the delivery is rapid.
310Communicative language activitiesProductionOral productionAddressing audiencesA2+Can give a short, rehearsed presentation on a topic pertinent to their everyday life, and briefly give reasons and explanations for opinions, plans and actions.
311Communicative language activitiesProductionOral productionAddressing audiencesA2+Can cope with a limited number of straightforward follow-up questions.
312Communicative language activitiesProductionOral productionAddressing audiencesA2Can give a short, rehearsed, basic presentation on a familiar subject.
313Communicative language activitiesProductionOral productionAddressing audiencesA2Can answer straightforward follow-up questions if they can ask for repetition and if some help with the formulation of their reply is possible.
314Communicative language activitiesProductionOral productionAddressing audiencesA1Can use a very short prepared text to deliver a rehearsed statement (e.g. to formally introduce someone, to propose a toast).
315Communicative language activitiesProductionOral productionAddressing audiencesPre-A1No descriptors available
316Communicative language activitiesProductionWritten productionOverall written productionC2Can produce clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader identify significant points.
317Communicative language activitiesProductionWritten productionOverall written productionC1Can produce clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion.
318Communicative language activitiesProductionWritten productionOverall written productionC1Can employ the structure and conventions of a variety of genres, varying the tone, style and register according to addressee, text type and theme.
319Communicative language activitiesProductionWritten productionOverall written productionB2Can produce clear, detailed texts on a variety of subjects related to their field of interest, synthesising and evaluating information and arguments from a number of sources.
320Communicative language activitiesProductionWritten productionOverall written productionB1Can produce straightforward connected texts on a range of familiar subjects within their field of interest, by linking a series of shorter discrete elements into a linear sequence.
321Communicative language activitiesProductionWritten productionOverall written productionA2Can produce a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”.
322Communicative language activitiesProductionWritten productionOverall written productionA1Can give information about matters of personal relevance (e.g. likes and dislikes, family, pets) using simple words/signs and basic expressions.
323Communicative language activitiesProductionWritten productionOverall written productionA1Can produce simple isolated phrases and sentences.
324Communicative language activitiesProductionWritten productionOverall written productionPre-A1Can give basic personal information (e.g. name, address, nationality), perhaps with the use of a dictionary.
325Communicative language activitiesProductionWritten productionCreative writingC2Can relate clear, smoothly flowing and engaging stories and descriptions of experience in a style appropriate to the genre adopted.
326Communicative language activitiesProductionWritten productionCreative writingC2Can exploit idiom and humour appropriately to enhance the impact of the text.
327Communicative language activitiesProductionWritten productionCreative writingC1Can produce clear, detailed, well-structured and developed descriptions and imaginative texts in an assured, personal, natural style appropriate to the reader in mind.
328Communicative language activitiesProductionWritten productionCreative writingC1Can incorporate idiom and humour, though use of the latter is not always appropriate.
329Communicative language activitiesProductionWritten productionCreative writingC1Can give a detailed critical review of cultural events (e.g. plays, films, concerts) or literary works.
330Communicative language activitiesProductionWritten productionCreative writingB2+Can give clear, detailed descriptions of real or imaginary events and experiences marking the relationship between ideas in clear connected text, and following established conventions of the genre concerned.
331Communicative language activitiesProductionWritten productionCreative writingB2Can give clear, detailed descriptions on a variety of subjects related to their field of interest.
332Communicative language activitiesProductionWritten productionCreative writingB2Can give a review of a film, book or play.
333Communicative language activitiesProductionWritten productionCreative writingB1+Can clearly signal chronological sequence in narrative text.
334Communicative language activitiesProductionWritten productionCreative writingB1+Can give a simple review of a film, book or TV programme using a limited range of language.
335Communicative language activitiesProductionWritten productionCreative writingB1Can give straightforward, detailed descriptions on a range of familiar subjects within their field of interest.
336Communicative language activitiesProductionWritten productionCreative writingB1Can give accounts of experiences, describing feelings and reactions in simple, connected text.
337Communicative language activitiesProductionWritten productionCreative writingB1Can give a description of an event, a recent trip – real or imagined.
338Communicative language activitiesProductionWritten productionCreative writingB1Can narrate a story.
339Communicative language activitiesProductionWritten productionCreative writingA2+Can describe everyday aspects of their environment e.g. people, places, a job or study experience in linked sentences.
340Communicative language activitiesProductionWritten productionCreative writingA2+Can give very short, basic descriptions of events, past activities and personal experiences.
341Communicative language activitiesProductionWritten productionCreative writingA2+Can tell a simple story (e.g. about events on a holiday or about life in the distant future).
342Communicative language activitiesProductionWritten productionCreative writingA2Can produce a series of simple phrases and sentences about their family, living conditions, educational background, or present or most recent job.
343Communicative language activitiesProductionWritten productionCreative writingA2Can create short, simple imaginary biographies and simple poems about people.
344Communicative language activitiesProductionWritten productionCreative writingA2Can create diary entries that describe activities (e.g. daily routine, outings, sports, hobbies), people and places, using basic, concrete vocabulary and simple phrases and sentences with simple connectives like “and”, “but” and “because”.
345Communicative language activitiesProductionWritten productionCreative writingA2Can compose an introduction to a story or continue a story, provided they can consult a dictionary and references (e.g. tables of verb tenses in a course book).
346Communicative language activitiesProductionWritten productionCreative writingA1Can produce simple phrases and sentences about themselves and imaginary people, where they live and what they do.
347Communicative language activitiesProductionWritten productionCreative writingA1Can describe in very simple language what a room looks like.
348Communicative language activitiesProductionWritten productionCreative writingA1Can use simple words/signs and phrases to describe certain everyday objects (e.g. the colour of a car, whether it is big or small).
349Communicative language activitiesProductionWritten productionCreative writingPre-A1No descriptors available
350Communicative language activitiesProductionWritten productionReports and essaysC2Can produce clear, smoothly flowing, complex reports, articles or essays which present a case, or give critical appreciation of proposals or literary works.
351Communicative language activitiesProductionWritten productionReports and essaysC2Can provide an appropriate and effective logical structure which helps the reader identify significant points.
352Communicative language activitiesProductionWritten productionReports and essaysC2Can set out multiple perspectives on complex academic or professional topics, clearly distinguishing their own ideas and opinions from those in the sources.
353Communicative language activitiesProductionWritten productionReports and essaysC1Can produce clear, well-structured expositions of complex subjects, underlining the relevant salient issues.
354Communicative language activitiesProductionWritten productionReports and essaysC1Can expand and support points of view at some length with subsidiary points, reasons and relevant examples.
355Communicative language activitiesProductionWritten productionReports and essaysC1Can produce a suitable introduction and conclusion to a longer report, article or dissertation on a complex academic or professional topic provided the topic is within their field of interest and there are opportunities for redrafting and revision.
356Communicative language activitiesProductionWritten productionReports and essaysB2+Can produce an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail.
357Communicative language activitiesProductionWritten productionReports and essaysB2+Can produce a detailed description of a complex process.
358Communicative language activitiesProductionWritten productionReports and essaysB2+Can evaluate different ideas or solutions to a problem.
359Communicative language activitiesProductionWritten productionReports and essaysB2Can produce an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options.
360Communicative language activitiesProductionWritten productionReports and essaysB2Can synthesise information and arguments from a number of sources.
361Communicative language activitiesProductionWritten productionReports and essaysB1+Can produce short, simple essays on topics of interest.
362Communicative language activitiesProductionWritten productionReports and essaysB1+Can produce a text on a topical subject of personal interest, using simple language to list advantages and disadvantages, and give and justify their opinion.
363Communicative language activitiesProductionWritten productionReports and essaysB1+Can summarise, report and give their opinion about accumulated factual information on familiar routine and non-routine matters within their field with some confidence.
364Communicative language activitiesProductionWritten productionReports and essaysB1Can produce very brief reports in a standard conventionalised format, which pass on routine factual information and state reasons for actions.
365Communicative language activitiesProductionWritten productionReports and essaysB1Can present a topic in a short report or poster, using photographs and short blocks of text.
366Communicative language activitiesProductionWritten productionReports and essaysA2Can produce simple texts on familiar subjects of interest, linking sentences with connectors like “and”, “because” or “then”.
367Communicative language activitiesProductionWritten productionReports and essaysA2Can give their impressions and opinions about topics of personal interest (e.g. lifestyles and culture, stories), using basic everyday vocabulary and expressions.
368Communicative language activitiesProductionWritten productionReports and essaysA1No descriptors available
369Communicative language activitiesProductionWritten productionReports and essaysPre-A1No descriptors available
370Communicative language strategiesProductionPlanningC2No descriptors available; see C1
371Communicative language strategiesProductionPlanningC1Can, when preparing a more formal text, consciously adopt the conventions linked to the particular type of text concerned (e.g. structure, level of formality).
372Communicative language strategiesProductionPlanningB2+Can, in preparing for a potentially complicated or awkward situation, plan what to say in the event of different reactions, reflecting on what expression would be appropriate.
373Communicative language strategiesProductionPlanningB2Can plan what is to be said and the means to say it, considering the effect on the recipient(s).
374Communicative language strategiesProductionPlanningB1+Can rehearse and try out new combinations and expressions, inviting feedback.
375Communicative language strategiesProductionPlanningB1Can work out how to communicate the main point(s) they want to get across, exploiting any resources available and limiting the message to what they can recall or find the means to express.
376Communicative language strategiesProductionPlanningA2Can recall and rehearse an appropriate set of phrases from their repertoire.
377Communicative language strategiesProductionPlanningA1No descriptors available
378Communicative language strategiesProductionPlanningPre-A1No descriptors available
379Communicative language strategiesProductionCompensatingC2Can substitute an equivalent term for a word/sign they can’t recall, so smoothly that it is scarcely noticeable.
380Communicative language strategiesProductionCompensatingC1Can exploit their range of vocabulary options creatively so as to readily and effectively use circumlocution in almost all situations.
381Communicative language strategiesProductionCompensatingB2+Can use circumlocution and paraphrase to cover gaps in vocabulary and structure.
382Communicative language strategiesProductionCompensatingB2Can address most communication problems by using circumlocution, or by avoiding difficult expressions.
383Communicative language strategiesProductionCompensatingB1+Can define the features of something concrete for which they can’t remember the word/sign.
384Communicative language strategiesProductionCompensatingB1+Can convey meaning by qualifying a word/sign meaning something similar (e.g. a truck for people = bus).
385Communicative language strategiesProductionCompensatingB1Can use a simple word/sign meaning something similar to the concept they want to convey and invite “correction”.
386Communicative language strategiesProductionCompensatingB1Can “foreignise” word/signs in their first language and ask for confirmation.
387Communicative language strategiesProductionCompensatingA2+Can use an inadequate word/sign from their repertoire and use gestures to clarify what they mean.
388Communicative language strategiesProductionCompensatingA2Can identify what they mean by pointing to it (e.g. “I’d like this, please”).
389Communicative language strategiesProductionCompensatingA1Can use gestures to support simple words/signs in expressing a need.
390Communicative language strategiesProductionCompensatingPre-A1Can point to something and ask what it is.
391Communicative language strategiesProductionMonitoring and repairC2Can backtrack and restructure around a difficulty so smoothly that the interlocutor is hardly aware of it.
392Communicative language strategiesProductionMonitoring and repairC1Can backtrack when they encounter a difficulty and reformulate what they want to say without fully interrupting the flow of language.
393Communicative language strategiesProductionMonitoring and repairC1Can self-correct with a high degree of effectiveness.
394Communicative language strategiesProductionMonitoring and repairB2+Can often retrospectively self-correct their occasional “slips” or non-systematic errors and minor flaws in sentence structure.
395Communicative language strategiesProductionMonitoring and repairB2Can correct slips and errors that they become conscious of, or that have led to misunderstandings.
396Communicative language strategiesProductionMonitoring and repairB2Can make a note of their recurring mistakes and consciously monitor for them.
397Communicative language strategiesProductionMonitoring and repairB1+Can correct mix-ups with the marking of time or expressions that lead to misunderstandings, provided the interlocutor indicates there is a problem.
398Communicative language strategiesProductionMonitoring and repairB1Can ask for confirmation that a form used is correct.
399Communicative language strategiesProductionMonitoring and repairB1Can start again using a different tactic when communication breaks down.
400Communicative language strategiesProductionMonitoring and repairA2No descriptors available
401Communicative language strategiesProductionMonitoring and repairA1No descriptors available
402Communicative language strategiesProductionMonitoring and repairPre-A1No descriptors available
403Communicative language activitiesInteractionOral interactionOverall oral interactionC2Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices. Can backtrack and restructure around a difficulty so smoothly that the interlocutor is hardly aware of it.
404Communicative language activitiesInteractionOral interactionOverall oral interactionC1Can express themselves fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language.
405Communicative language activitiesInteractionOral interactionOverall oral interactionB2+Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what they want to say, adopting a level of formality appropriate to the circumstances.
406Communicative language activitiesInteractionOral interactionOverall oral interactionB2Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with users of the target language, quite possible without imposing strain on either party. Can highlight the personal significance of events and experiences, and account for and sustain views clearly by providing relevant explanations and arguments.
407Communicative language activitiesInteractionOral interactionOverall oral interactionB1+Can communicate with some confidence on familiar routine and non-routine matters related to their interests and professional field. Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem. Can express thoughts on more abstract, cultural topics such as films, books, music, etc.
408Communicative language activitiesInteractionOral interactionOverall oral interactionB1Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. Can enter unprepared into conversation on familiar topics, and express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
409Communicative language activitiesInteractionOral interactionOverall oral interactionA2+Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations.
410Communicative language activitiesInteractionOral interactionOverall oral interactionA2Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of their own accord.
411Communicative language activitiesInteractionOral interactionOverall oral interactionA1Can interact in a simple way but communication is totally dependent on repetition at a slower rate, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
412Communicative language activitiesInteractionOral interactionOverall oral interactionPre-A1Can ask and answer questions about themselves and daily routines, using short, formulaic expressions and relying on gestures to reinforce the information.
413Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorC2Can understand any interlocutor, even on abstract and complex topics of a specialist nature beyond their own field, given an opportunity to adjust to a less familiar variety.
414Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorC1Can understand an interlocutor in detail on abstract and complex topics of a specialist nature beyond their own field, though they may need to confirm occasional details, especially if the variety is unfamiliar.
415Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorB2Can understand in detail what is said to them in the standard language or a familiar variety even in a [audially/visually] noisy environment.
416Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorB1Can follow clearly articulated speech/sign directed at them in everyday conversation, though will sometimes have to ask for repetition of particular words/signs and phrases.
417Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorA2+Can understand enough to manage simple, routine exchanges without undue effort.
418Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorA2+Can generally understand clear, standard speech/sign on familiar matters directed at them, provided they can ask for repetition or reformulation from time to time.
419Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorA2Can understand what is said clearly, slowly and directly to them in simple everyday conversation; can be made to understand, if the interlocutor can take the trouble.
420Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorA1Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to them clearly and slowly, with repetition, by a sympathetic interlocutor.
421Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorA1Can understand questions and instructions addressed carefully and slowly to them and follow short, simple directions.
422Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorPre-A1Can understand simple questions that directly concern them (e.g. name, age and address), if the person is asking slowly and clearly.
423Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorPre-A1Can understand simple personal information (e.g. name, age, place of residence, origin) when other people introduce themselves slowly and clearly, directly to them, and can understand questions on this theme addressed to them, though the questions may need to be repeated.
424Communicative language activitiesInteractionOral interactionUnderstanding an interlocutorPre-A1Can understand a number of familiar words/signs and recognise key information (e.g. numbers, prices, dates and days of the week), provided the delivery is very slow, with repetition if necessary.
425Communicative language activitiesInteractionOral interactionConversationC2Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a full social and personal life.
426Communicative language activitiesInteractionOral interactionConversationC1Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.
427Communicative language activitiesInteractionOral interactionConversationB2+Can establish a relationship with interlocutors through sympathetic questioning and expressions of agreement plus, if appropriate, comments about third parties or shared conditions.
428Communicative language activitiesInteractionOral interactionConversationB2+Can indicate reservations and reluctance, state conditions when agreeing to requests or granting permission, and ask for understanding of their own position.
429Communicative language activitiesInteractionOral interactionConversationB2Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a [audially/visually] noisy environment.
430Communicative language activitiesInteractionOral interactionConversationB2Can sustain relationships with users of the target language without unintentionally amusing or irritating them or requiring them to behave other than they would with another proficient language user.
431Communicative language activitiesInteractionOral interactionConversationB2Can convey degrees of emotion and highlight the personal significance of events and experiences.
432Communicative language activitiesInteractionOral interactionConversationB1+Can start up a conversation and help keep it going by asking people relatively spontaneous questions about a special experience or event, expressing reactions and opinions on familiar subjects.
433Communicative language activitiesInteractionOral interactionConversationB1+Can have relatively long conversations on subjects of common interest, provided the interlocutor makes an effort to support understanding.
434Communicative language activitiesInteractionOral interactionConversationB1Can enter unprepared into conversations on familiar topics.
435Communicative language activitiesInteractionOral interactionConversationB1Can follow clearly articulated language directed at them in everyday conversation, though will sometimes have to ask for repetition of particular words/signs.
436Communicative language activitiesInteractionOral interactionConversationB1Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to express exactly what they would like to.
437Communicative language activitiesInteractionOral interactionConversationB1Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.
438Communicative language activitiesInteractionOral interactionConversationA2+Can establish social contact (e.g. greetings and farewells, introductions, giving thanks).
439Communicative language activitiesInteractionOral interactionConversationA2+Can generally understand clear, standard language on familiar matters directed at them, provided they can ask for repetition or reformulation from time to time.
440Communicative language activitiesInteractionOral interactionConversationA2+Can participate in short conversations in routine contexts on topics of interest.
441Communicative language activitiesInteractionOral interactionConversationA2+Can express how they feel in simple terms, and express thanks.
442Communicative language activitiesInteractionOral interactionConversationA2+Can ask for a favour (e.g. to borrow something), can offer a favour, and can respond if someone asks them to do a favour for them.
443Communicative language activitiesInteractionOral interactionConversationA2Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of their own accord, though they can be made to understand if the interlocutor will take the trouble.
444Communicative language activitiesInteractionOral interactionConversationA2Can use simple, everyday, polite forms of greeting and address.
445Communicative language activitiesInteractionOral interactionConversationA2Can converse in simple language with peers, colleagues or members of a host family, asking questions and understanding answers relating to most routine matters.
446Communicative language activitiesInteractionOral interactionConversationA2Can make and respond to invitations, suggestions and apologies.
447Communicative language activitiesInteractionOral interactionConversationA2Can express how they are feeling, using very basic stock expressions.
448Communicative language activitiesInteractionOral interactionConversationA2Can state what they like and dislike.
449Communicative language activitiesInteractionOral interactionConversationA1Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to them in clear, slow and repeated language by a sympathetic interlocutor.
450Communicative language activitiesInteractionOral interactionConversationA1Can take part in a simple conversation of a basic factual nature on a predictable topic (e.g. their home country, family, school).
451Communicative language activitiesInteractionOral interactionConversationA1Can make an introduction and use basic greeting and leave-taking expressions.
452Communicative language activitiesInteractionOral interactionConversationA1Can ask how people are and react to news.
453Communicative language activitiesInteractionOral interactionConversationPre-A1Can understand and use basic, formulaic expressions such as “Yes”, “No”, “Excuse me”, “Please”, “Thank you”, “No thank you”, “Sorry”.
454Communicative language activitiesInteractionOral interactionConversationPre-A1Can recognise simple greetings.
455Communicative language activitiesInteractionOral interactionConversationPre-A1Can greet people, state their name and take leave in a simple way.
456Communicative language activitiesInteractionOral interactionInformal discussion (with friends) C2Can advise on or discuss sensitive issues without awkwardness, understanding colloquial references and dealing diplomatically with disagreement and criticism.
457Communicative language activitiesInteractionOral interactionInformal discussion (with friends) C1Can easily follow and contribute to complex interactions between third parties in group discussion even on abstract, complex unfamiliar topics.
458Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B2+Can keep up with an animated discussion between proficient users of the target language.
459Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B2+Can express their ideas and opinions with precision, and present and respond to complex lines of argument convincingly.
460Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B2Can take an active part in informal discussion in familiar contexts, commenting, putting a point of view clearly, evaluating alternative proposals and making and responding to hypotheses.
461Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B2Can with some effort catch much of what is said around them in discussion, but may find it difficult to participate effectively in discussion with several users of the target language who do not modify their language in any way.
462Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B2Can account for and sustain their opinions in discussion by providing relevant explanations, arguments and comments.
463Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B1+Can follow much of what is said around them on general topics, provided interlocutors avoid very idiomatic usage and articulate clearly.
464Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B1+Can express their thoughts about abstract or cultural topics such as music or films.
465Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B1+Can explain why something is a problem.
466Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B1+Can give brief comments on the views of others.
467Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B1+Can compare and contrast alternatives, discussing what to do, where to go, who or which to choose, etc.
468Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B1Can generally follow the main points in an informal discussion with friends provided they articulate clearly in standard language or a familiar variety.
469Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B1Can give or seek personal views and opinions in discussing topics of interest.
470Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B1Can make their opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do, or how to organise an event (e.g. an outing).
471Communicative language activitiesInteractionOral interactionInformal discussion (with friends) B1Can express beliefs, opinions and agreement and disagreement politely.
472Communicative language activitiesInteractionOral interactionInformal discussion (with friends) A2+Can generally identify the topic of discussion around them when it is conducted slowly and clearly.
473Communicative language activitiesInteractionOral interactionInformal discussion (with friends) A2+Can exchange opinions and compare things and people using simple language.
474Communicative language activitiesInteractionOral interactionInformal discussion (with friends) A2+Can discuss what to do in the evening or at the weekend.
475Communicative language activitiesInteractionOral interactionInformal discussion (with friends) A2+Can make and respond to suggestions.
476Communicative language activitiesInteractionOral interactionInformal discussion (with friends) A2+Can agree and disagree with others.
477Communicative language activitiesInteractionOral interactionInformal discussion (with friends) A2Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly.
478Communicative language activitiesInteractionOral interactionInformal discussion (with friends) A2Can discuss what to do, where to go and make arrangements to meet.
479Communicative language activitiesInteractionOral interactionInformal discussion (with friends) A2Can express opinions in a limited way.
480Communicative language activitiesInteractionOral interactionInformal discussion (with friends) A1Can exchange likes and dislikes for sports, foods, etc., using a limited repertoire of expressions, when addressed clearly, slowly and directly.
481Communicative language activitiesInteractionOral interactionInformal discussion (with friends) Pre-A1No descriptors available
482Communicative language activitiesInteractionOral interactionFormal discussion (meetings)C2Can hold their own in formal discussion of complex issues, putting an articulate and persuasive argument, at no disadvantage to other participants.
483Communicative language activitiesInteractionOral interactionFormal discussion (meetings)C2Can advise on/handle complex, delicate or contentious issues, provided they have the necessary specialised knowledge.
484Communicative language activitiesInteractionOral interactionFormal discussion (meetings)C2Can deal with hostile questioning confidently, hold on to the turn and diplomatically rebut counter-arguments.
485Communicative language activitiesInteractionOral interactionFormal discussion (meetings)C1Can easily keep up with the debate, even on abstract, complex, unfamiliar topics.
486Communicative language activitiesInteractionOral interactionFormal discussion (meetings)C1Can argue a formal position convincingly, responding to questions and comments and answering complex lines of counter-argument fluently, spontaneously and appropriately.
487Communicative language activitiesInteractionOral interactionFormal discussion (meetings)C1Can restate, evaluate and challenge contributions from other participants about matters within their academic or professional competence.
488Communicative language activitiesInteractionOral interactionFormal discussion (meetings)C1Can make critical remarks or express disagreement diplomatically.
489Communicative language activitiesInteractionOral interactionFormal discussion (meetings)C1Can follow up questions by probing for more detail and can reformulate questions if these are misunderstood.
490Communicative language activitiesInteractionOral interactionFormal discussion (meetings)B2+Can keep up with an animated discussion, identifying accurately arguments supporting and opposing points of view.
491Communicative language activitiesInteractionOral interactionFormal discussion (meetings)B2+Can use appropriate technical terminology when discussing their area of specialisation with other specialists.
492Communicative language activitiesInteractionOral interactionFormal discussion (meetings)B2+Can express their ideas and opinions with precision, and present and respond to complex lines of argument convincingly.
493Communicative language activitiesInteractionOral interactionFormal discussion (meetings)B2Can participate actively in routine and non-routine formal discussion.
494Communicative language activitiesInteractionOral interactionFormal discussion (meetings)B2Can follow the discussion on matters related to their field, understand in detail the points given prominence.
495Communicative language activitiesInteractionOral interactionFormal discussion (meetings)B2Can contribute, account for and sustain their opinion, evaluate alternative proposals and make and respond to hypotheses.
496Communicative language activitiesInteractionOral interactionFormal discussion (meetings)B1+Can follow much of what is said that is related to their field, provided interlocutors avoid very idiomatic usage and articulate clearly.
497Communicative language activitiesInteractionOral interactionFormal discussion (meetings)B1+Can put over a point of view clearly, but has difficulty engaging in debate.
498Communicative language activitiesInteractionOral interactionFormal discussion (meetings)B1Can take part in routine formal discussion of familiar subjects which is clearly articulated in the standard form of the language or a familiar variety and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems.
499Communicative language activitiesInteractionOral interactionFormal discussion (meetings)B1Can follow argumentation and discussion on a familiar or predictable topic, provided the points are made in relatively simple language and/or repeated, and opportunity is given for clarification.
500Communicative language activitiesInteractionOral interactionFormal discussion (meetings)A2+Can generally follow changes of topic in formal discussion related to their field which is conducted slowly and clearly.
501Communicative language activitiesInteractionOral interactionFormal discussion (meetings)A2+Can exchange relevant information and give their opinion on practical problems when asked directly, provided they receive some help with formulation and can ask for repetition of key points if necessary.
502Communicative language activitiesInteractionOral interactionFormal discussion (meetings)A2Can express what they think about things when addressed directly in a formal meeting, provided they can ask for repetition of key points if necessary.
503Communicative language activitiesInteractionOral interactionFormal discussion (meetings)A1No descriptors available
504Communicative language activitiesInteractionOral interactionFormal discussion (meetings)Pre-A1No descriptors available
505Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)C2No descriptors available; see C1
506Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)C1Can frame a discussion to decide on a course of action with a partner or group, reporting on what others have said, and summarising, elaborating and weighing up multiple points of view.
507Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)B2Can understand detailed instructions reliably.
508Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)B2Can help along the progress of the work by inviting others to join in, express what they think, etc.
509Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)B2Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches.
510Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)B1+Can follow what is said, though they may occasionally have to ask for repetition or clarification if the discussion is rapid or extended.
511Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)B1+Can explain why something is a problem, discuss what to do next, and compare and contrast alternatives.
512Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)B1+Can give brief comments on the views of others.
513Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)B1Can generally follow what is said and, when necessary, repeat back part of what someone has said to confirm mutual understanding.
514Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)B1Can make their opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanations.
515Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)B1Can invite others to give their views on how to proceed.
516Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)A2+Can understand enough to manage simple, routine tasks without undue effort, asking very simply for repetition when they do not understand.
517Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)A2+Can discuss what to do next, making and responding to suggestions, and asking for and giving directions.
518Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)A2Can indicate when they are following and can be made to understand what is necessary, if the interlocutor takes the trouble.
519Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)A2Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next.
520Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)A1Can understand questions and instructions addressed carefully and slowly to them and follow short, simple directions.
521Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)A1Can act on basic instructions that involve times, locations, numbers, etc.
522Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)A1Can ask people for things, and give people things.
523Communicative language activitiesInteractionOral interactionGoal-oriented co-operation (cooking together, discussing a document, organising an event, etc.)Pre-A1No descriptors available
524Communicative language activitiesInteractionOral interactionObtaining goods and servicesC2No descriptors available; see C1
525Communicative language activitiesInteractionOral interactionObtaining goods and servicesC1Can negotiate complex or sensitive transactions in public, professional or academic life.
526Communicative language activitiesInteractionOral interactionObtaining goods and servicesB2+Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial responsibility for damage in a flat, or blame regarding an accident.
527Communicative language activitiesInteractionOral interactionObtaining goods and servicesB2+Can outline a case for compensation, using persuasive language to demand satisfaction and state clearly the limits to any concession they are prepared to make.
528Communicative language activitiesInteractionOral interactionObtaining goods and servicesB2Can state requirements and ask detailed questions regarding more complex services, e.g. rental agreements.
529Communicative language activitiesInteractionOral interactionObtaining goods and servicesB2Can explain a problem which has arisen and make it clear that the provider of the service/customer must make a concession.
530Communicative language activitiesInteractionOral interactionObtaining goods and servicesB1Can deal with most transactions likely to arise while travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit.
531Communicative language activitiesInteractionOral interactionObtaining goods and servicesB1Can ask in a shop for an explanation of the difference between two or more products serving the same purpose, in order to make a decision, posing follow-up questions as necessary.
532Communicative language activitiesInteractionOral interactionObtaining goods and servicesB1Can cope with less routine situations in shops, post offices, banks, e.g. returning an unsatisfactory purchase.
533Communicative language activitiesInteractionOral interactionObtaining goods and servicesB1Can make a complaint.
534Communicative language activitiesInteractionOral interactionObtaining goods and servicesB1Can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling, e.g. asking a passenger where to get off for an unfamiliar destination.
535Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2+Can deal with common aspects of everyday living such as travel, lodging, eating and shopping.
536Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2+Can interact in predictable everyday situations (e.g. post office, station, shop), using a wide range of simple expressions.
537Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2+Can get all the information needed from a tourist office, as long as it is of a straightforward, non-specialised nature.
538Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2Can ask for and provide everyday goods and services.
539Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2Can get simple information about travel, use public transport (e.g. buses, trains, taxis), ask and give directions, and buy tickets.
540Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2Can ask about things and make simple transactions in shops, post offices or banks.
541Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2Can give and receive information about quantities, numbers, prices, etc.
542Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2Can make simple purchases by stating what is wanted and asking the price.
543Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2Can order a meal.
544Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2Can point out when something is wrong (e.g. “The food is cold” or “There is no light in my room”).
545Communicative language activitiesInteractionOral interactionObtaining goods and servicesA2Can ask (face-to-face) for a medical appointment and understand the reply. Can indicate the nature of a problem to a health professional, perhaps using gestures and body language.
546Communicative language activitiesInteractionOral interactionObtaining goods and servicesA1Can ask people for things and give people things.
547Communicative language activitiesInteractionOral interactionObtaining goods and servicesA1Can ask for food and drink using basic expressions.
548Communicative language activitiesInteractionOral interactionObtaining goods and servicesA1Can handle numbers, quantities, cost and time.
549Communicative language activitiesInteractionOral interactionObtaining goods and servicesPre-A1Can make simple purchases and/or order food or drink when pointing or other gesture can support the verbal reference.
550Communicative language activitiesInteractionOral interactionInformation exchangeC2No descriptors available; see B2
551Communicative language activitiesInteractionOral interactionInformation exchangeC1No descriptors available; see B2
552Communicative language activitiesInteractionOral interactionInformation exchangeB2+Can understand and exchange complex information and advice on the full range of matters related to their occupational role.
553Communicative language activitiesInteractionOral interactionInformation exchangeB2+Can use appropriate technical terminology when exchanging information or discussing their area of specialisation with other specialists.
554Communicative language activitiesInteractionOral interactionInformation exchangeB2Can pass on detailed information reliably.
555Communicative language activitiesInteractionOral interactionInformation exchangeB1+Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within their field with some confidence.
556Communicative language activitiesInteractionOral interactionInformation exchangeB1+Can summarise and give their opinion about a short story, article, talk, discussion, interview or documentary and answer further questions of detail.
557Communicative language activitiesInteractionOral interactionInformation exchangeB1Can find out and pass on straightforward factual information.
558Communicative language activitiesInteractionOral interactionInformation exchangeB1Can ask for and follow detailed directions.
559Communicative language activitiesInteractionOral interactionInformation exchangeB1Can obtain more detailed information.
560Communicative language activitiesInteractionOral interactionInformation exchangeB1Can offer advice on simple matters within their field of experience.
561Communicative language activitiesInteractionOral interactionInformation exchangeA2+Can understand enough to manage simple, routine exchanges without undue effort.
562Communicative language activitiesInteractionOral interactionInformation exchangeA2+Can deal with practical everyday demands: finding out and passing on straightforward factual information.
563Communicative language activitiesInteractionOral interactionInformation exchangeA2+Can ask and answer questions about habits and routines.
564Communicative language activitiesInteractionOral interactionInformation exchangeA2+Can ask and answer questions about pastimes and past activities.
565Communicative language activitiesInteractionOral interactionInformation exchangeA2+Can ask and answer questions about plans and intentions.
566Communicative language activitiesInteractionOral interactionInformation exchangeA2+Can give and follow simple directions and instructions, e.g. explain how to get somewhere.
567Communicative language activitiesInteractionOral interactionInformation exchangeA2Can communicate in simple and routine tasks requiring a simple and direct exchange of information.
568Communicative language activitiesInteractionOral interactionInformation exchangeA2Can exchange limited information on familiar and routine operational matters.
569Communicative language activitiesInteractionOral interactionInformation exchangeA2Can ask and answer questions about what they do at work and in their free time.
570Communicative language activitiesInteractionOral interactionInformation exchangeA2Can ask for and give directions referring to a map or plan.
571Communicative language activitiesInteractionOral interactionInformation exchangeA2Can ask for and provide personal information.
572Communicative language activitiesInteractionOral interactionInformation exchangeA2Can ask and answer simple questions about an event (e.g. ask where and when it took place, who was there and what it was like).
573Communicative language activitiesInteractionOral interactionInformation exchangeA1Can understand questions and instructions addressed carefully and slowly to them and follow short, simple directions.
574Communicative language activitiesInteractionOral interactionInformation exchangeA1Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.
575Communicative language activitiesInteractionOral interactionInformation exchangeA1Can ask and answer questions about themselves and other people, where they live, people they know, things they have.
576Communicative language activitiesInteractionOral interactionInformation exchangeA1Can indicate time by lexicalised phrases like “next week”, “last Friday”, “in November”, “three o’clock”.
577Communicative language activitiesInteractionOral interactionInformation exchangeA1Can express numbers, quantities and cost in a limited way.
578Communicative language activitiesInteractionOral interactionInformation exchangeA1Can name the colour of clothes or other familiar objects and can ask the colour of such objects.
579Communicative language activitiesInteractionOral interactionInformation exchangePre-A1Can tell people their name and ask other people their names.
580Communicative language activitiesInteractionOral interactionInformation exchangePre-A1Can use and understand simple numbers in everyday conversations.
581Communicative language activitiesInteractionOral interactionInformation exchangePre-A1Can ask and tell what day, time of day and date it is.
582Communicative language activitiesInteractionOral interactionInformation exchangePre-A1Can ask for and give a date of birth.
583Communicative language activitiesInteractionOral interactionInformation exchangePre-A1Can ask for and give a phone number.
584Communicative language activitiesInteractionOral interactionInformation exchangePre-A1Can tell people their age and ask people about their age.
585Communicative language activitiesInteractionOral interactionInformation exchangePre-A1Can ask very simple questions for information, such as “What is this?” and understand one- or two-word/sign answers.
586Communicative language activitiesInteractionOral interactionInterviewing and being interviewedC2Can keep up their side of the dialogue extremely well, structuring the discourse and interacting authoritatively with effortless fluency as interviewer or interviewee, at no disadvantage to other participants.
587Communicative language activitiesInteractionOral interactionInterviewing and being interviewedC1Can participate fully in an interview, as either interviewer or interviewee, expanding and developing the point being discussed fluently without any support, and handling interjections well.
588Communicative language activitiesInteractionOral interactionInterviewing and being interviewedB2+Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies.
589Communicative language activitiesInteractionOral interactionInterviewing and being interviewedB2Can take the initiative in an interview, and expand and develop ideas with little help or prodding from an interviewer.
590Communicative language activitiesInteractionOral interactionInterviewing and being interviewedB1+Can provide concrete information required in an interview/consultation (e.g. describe symptoms to a doctor), but with limited precision.
591Communicative language activitiesInteractionOral interactionInterviewing and being interviewedB1+Can carry out a prepared interview, checking and confirming information, though they may occasionally have to ask for repetition if the other person’s response is rapid or extended.
592Communicative language activitiesInteractionOral interactionInterviewing and being interviewedB1Can take some initiative in an interview/consultation (e.g. to bring up a new subject) but is very dependent on the interviewer in the interaction.
593Communicative language activitiesInteractionOral interactionInterviewing and being interviewedB1Can describe symptoms in a simple way and ask for advice when using health services, and can understand the answer, provided this is given clearly in everyday language.
594Communicative language activitiesInteractionOral interactionInterviewing and being interviewedB1Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow-up questions.
595Communicative language activitiesInteractionOral interactionInterviewing and being interviewedA2+Can make themselves understood in an interview and communicate ideas and information on familiar topics, provided they can ask for clarification occasionally, and are given some help to express what they want to.
596Communicative language activitiesInteractionOral interactionInterviewing and being interviewedA2+Can describe to a doctor very basic symptoms and ailments such as a cold or the flu.
597Communicative language activitiesInteractionOral interactionInterviewing and being interviewedA2Can answer simple questions and respond to simple statements in an interview.
598Communicative language activitiesInteractionOral interactionInterviewing and being interviewedA2Can indicate in simple language the nature of a problem to a health professional, perhaps using gestures and body language.
599Communicative language activitiesInteractionOral interactionInterviewing and being interviewedA1Can reply in an interview to simple direct questions, put very slowly and clearly in direct, non-idiomatic language, about personal details.
600Communicative language activitiesInteractionOral interactionInterviewing and being interviewedA1Can state in simple language the nature of a problem to a health professional and answer simple questions such as “Does that hurt?” even though they have to rely on gestures and body language to reinforce the message.
601Communicative language activitiesInteractionOral interactionInterviewing and being interviewedPre-A1No descriptors available
602Communicative language activitiesInteractionOral interactionUsing telecommunicationsC2Can use telecommunications confidently and effectively for both personal and professional purposes, even if there is some interference (noise) or the caller has a less familiar accent.
603Communicative language activitiesInteractionOral interactionUsing telecommunicationsC1Can use telecommunications effectively for most professional or personal purposes.
604Communicative language activitiesInteractionOral interactionUsing telecommunicationsB2Can use telecommunications for a variety of personal and professional purposes, provided they can ask for clarification if the accent or terminology is unfamiliar.
605Communicative language activitiesInteractionOral interactionUsing telecommunicationsB2Can participate in extended casual conversation over the phone with a known person on a variety of topics.
606Communicative language activitiesInteractionOral interactionUsing telecommunicationsB1+Can use telecommunications for everyday personal or professional purposes, provided they can ask for clarification from time to time.
607Communicative language activitiesInteractionOral interactionUsing telecommunicationsB1+Can give important details over the (video)phone concerning an unexpected incident (e.g. a problem in a hotel, with travel arrangements, with a hire car).
608Communicative language activitiesInteractionOral interactionUsing telecommunicationsB1Can use telecommunications to have relatively simple but extended conversations with people they know personally.
609Communicative language activitiesInteractionOral interactionUsing telecommunicationsB1Can use telecommunications for routine messages (e.g. arrangements for a meeting) and to obtain basic services (e.g. book a hotel room or make a medical appointment).
610Communicative language activitiesInteractionOral interactionUsing telecommunicationsA2+Can use telecommunications with their friends to exchange simple news, make plans and arrange to meet.
611Communicative language activitiesInteractionOral interactionUsing telecommunicationsA2Can, given repetition and clarifications, participate in a short, simple phone conversation with a known person on a predictable topic, e.g. arrival times, arrangements to meet.
612Communicative language activitiesInteractionOral interactionUsing telecommunicationsA2Can understand a simple message (e.g. “My flight is late. I will arrive at ten o’clock.”), confirm details of the message and pass it on by phone to other people concerned.
613Communicative language activitiesInteractionOral interactionUsing telecommunicationsA1No descriptors available
614Communicative language activitiesInteractionOral interactionUsing telecommunicationsPre-A1No descriptors available
615Communicative language activitiesInteractionWritten interactionOverall written interactionC2Can express themselves in an appropriate tone and style in virtually any type of formal and informal interaction.
616Communicative language activitiesInteractionWritten interactionOverall written interactionC1Can express themselves with clarity and precision, relating to the addressee flexibly and effectively.
617Communicative language activitiesInteractionWritten interactionOverall written interactionB2Can express news and views effectively in writing, and relate to those of others.
618Communicative language activitiesInteractionWritten interactionOverall written interactionB1+Can convey information and ideas on abstract as well as concrete topics, check information, and ask about or explain problems with reasonable precision.
619Communicative language activitiesInteractionWritten interactionOverall written interactionB1Can compose personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point they feel to be important.
620Communicative language activitiesInteractionWritten interactionOverall written interactionA2Can compose short, simple formulaic notes relating to matters in areas of immediate need.
621Communicative language activitiesInteractionWritten interactionOverall written interactionA1Can ask for or pass on personal details.
622Communicative language activitiesInteractionWritten interactionOverall written interactionPre-A1Can convey basic information (e.g. name, address, family) in short phrases on a form or in a note, with the use of a dictionary.
623Communicative language activitiesInteractionWritten interactionCorrespondenceC2Can compose virtually any type of correspondence necessary in the course of their professional life in an appropriate tone and style.
624Communicative language activitiesInteractionWritten interactionCorrespondenceC1Can express themselves with clarity and precision in personal correspondence, using language flexibly and effectively, including emotional, allusive and joking usage.
625Communicative language activitiesInteractionWritten interactionCorrespondenceC1Can, with good expression and accuracy, compose formal correspondence such as letters of clarification, application, recommendation, reference, complaint, sympathy and condolence.
626Communicative language activitiesInteractionWritten interactionCorrespondenceB2+Can maintain a relationship through personal correspondence using the language fluently and effectively to give detailed descriptions of experiences, pose sympathetic questions and follow up issues of mutual interest.
627Communicative language activitiesInteractionWritten interactionCorrespondenceB2+Can in most cases understand idiomatic expressions and colloquialisms in correspondence and other communications and use the most common ones themselves as appropriate to the situation.
628Communicative language activitiesInteractionWritten interactionCorrespondenceB2+Can compose formal correspondence such as letters of enquiry, request, application and complaint using appropriate register, structure and conventions.
629Communicative language activitiesInteractionWritten interactionCorrespondenceB2+Can compose a forceful but polite letter of complaint, including supporting details and a statement of the desired outcome.
630Communicative language activitiesInteractionWritten interactionCorrespondenceB2Can compose letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent’s news and views.
631Communicative language activitiesInteractionWritten interactionCorrespondenceB2Can use formality and conventions appropriate to the context when writing personal and professional letters and e-mails.
632Communicative language activitiesInteractionWritten interactionCorrespondenceB2Can compose formal e-mails/letters of invitation, thanks or apology using appropriate registers and conventions.
633Communicative language activitiesInteractionWritten interactionCorrespondenceB2Can compose non-routine professional letters, using appropriate structure and conventions, provided these are restricted to matters of fact.
634Communicative language activitiesInteractionWritten interactionCorrespondenceB2Can obtain, by letter or e-mail, information required for a particular purpose, collate it and forward it by e-mail to other people.
635Communicative language activitiesInteractionWritten interactionCorrespondenceB1+Can compose personal letters giving news and expressing thoughts about abstract or cultural topics such as music or film.
636Communicative language activitiesInteractionWritten interactionCorrespondenceB1+Can compose letters expressing different opinions and giving detailed accounts of personal feelings and experiences.
637Communicative language activitiesInteractionWritten interactionCorrespondenceB1+Can reply to an advertisement in writing and ask for further information on items that interest them.
638Communicative language activitiesInteractionWritten interactionCorrespondenceB1+Can compose basic formal e-mails/letters (e.g. to make a complaint and request action).
639Communicative language activitiesInteractionWritten interactionCorrespondenceB1Can compose personal letters describing experiences, feelings and events in some detail.
640Communicative language activitiesInteractionWritten interactionCorrespondenceB1Can compose basic e-mails/letters of a factual nature (e.g. to request information or to ask for and give confirmation).
641Communicative language activitiesInteractionWritten interactionCorrespondenceB1Can compose a basic letter of application with limited supporting details.
642Communicative language activitiesInteractionWritten interactionCorrespondenceA2+Can exchange information by text message, by e-mail or in short letters, responding to questions from the other person (e.g. about a new product or activity).
643Communicative language activitiesInteractionWritten interactionCorrespondenceA2Can convey personal information of a routine nature, for example in a short e-mail or letter introducing themselves.
644Communicative language activitiesInteractionWritten interactionCorrespondenceA2Can compose very simple personal letters expressing thanks and apology.
645Communicative language activitiesInteractionWritten interactionCorrespondenceA2Can compose short, simple notes, e-mails and text messages (e.g. to send or reply to an invitation, to confirm or change an arrangement).
646Communicative language activitiesInteractionWritten interactionCorrespondenceA2Can compose a short text in a greetings card (e.g. for someone’s birthday or to wish them a Happy New Year).
647Communicative language activitiesInteractionWritten interactionCorrespondenceA1Can compose messages and online postings as a series of very short sentences about hobbies and likes/dislikes, using simple words and formulaic expressions, with reference to a dictionary.
648Communicative language activitiesInteractionWritten interactionCorrespondenceA1Can compose a short, simple postcard.
649Communicative language activitiesInteractionWritten interactionCorrespondenceA1Can compose a short, very simple message (e.g. a text message) to friends to give them a piece of information or to ask them a question.
650Communicative language activitiesInteractionWritten interactionCorrespondencePre-A1Can convey basic personal information in short phrases and sentences, with reference to a dictionary.
651Communicative language activitiesInteractionWritten interactionNotes, messages and formsC2No descriptors available; see B2
652Communicative language activitiesInteractionWritten interactionNotes, messages and formsC1No descriptors available; see B2
653Communicative language activitiesInteractionWritten interactionNotes, messages and formsB2Can take or leave complex personal or professional messages, provided they can ask for clarification or elaboration if necessary.
654Communicative language activitiesInteractionWritten interactionNotes, messages and formsB1+Can take routine messages that are likely to occur in a personal, professional or academic context.
655Communicative language activitiesInteractionWritten interactionNotes, messages and formsB1+Can take messages communicating enquiries and explaining problems.
656Communicative language activitiesInteractionWritten interactionNotes, messages and formsB1Can formulate notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in their everyday life, getting across comprehensibly the points they feel are important.
657Communicative language activitiesInteractionWritten interactionNotes, messages and formsB1Can take messages over the phone containing several points, provided the caller dictates these clearly and sympathetically.
658Communicative language activitiesInteractionWritten interactionNotes, messages and formsA2+Can take a short, simple message provided they can ask for repetition and reformulation.
659Communicative language activitiesInteractionWritten interactionNotes, messages and formsA2Can formulate short, simple notes and messages relating to matters in areas of immediate need.
660Communicative language activitiesInteractionWritten interactionNotes, messages and formsA2Can fill in personal and other details on most everyday forms (e.g. to open a bank account, or to send a letter by recorded delivery).
661Communicative language activitiesInteractionWritten interactionNotes, messages and formsA1Can fill in numbers and dates, own name, nationality, address, age, date of birth or arrival in the country, etc., e.g. on a hotel registration form.
662Communicative language activitiesInteractionWritten interactionNotes, messages and formsA1Can leave a simple message giving information regarding for instance where they have gone, or what time they will be back (e.g. “Shopping: back at 5 p.m.”).
663Communicative language activitiesInteractionWritten interactionNotes, messages and formsPre-A1Can fill in very simple registration forms with basic personal details: name, address, nationality, marital status.
664Communicative language activitiesInteractionOnline interactionOnline conversation and discussionC2Can express themselves with clarity and precision in real-time online discussion, adjusting language flexibly and sensitively to context, including emotional, allusive and joking usage.
665Communicative language activitiesInteractionOnline interactionOnline conversation and discussionC2Can anticipate and deal effectively with possible misunderstandings (including cultural ones), communication issues and emotional reactions in an online discussion.
666Communicative language activitiesInteractionOnline interactionOnline conversation and discussionC2Can easily and quickly adapt their register and style to suit different online environments, communication purposes and speech acts.
667Communicative language activitiesInteractionOnline interactionOnline conversation and discussionC1Can engage in real-time online exchanges with several participants, understanding the communicative intentions and cultural implications of the various contributions.
668Communicative language activitiesInteractionOnline interactionOnline conversation and discussionC1Can participate effectively in live, online professional or academic discussion, asking for and giving further clarification of complex, abstract issues as necessary.
669Communicative language activitiesInteractionOnline interactionOnline conversation and discussionC1Can adapt their register according to the context of online interaction, moving from one register to the other within the same exchange if necessary.
670Communicative language activitiesInteractionOnline interactionOnline conversation and discussionC1Can evaluate, restate and challenge arguments in professional or academic live online chat and discussion.
671Communicative language activitiesInteractionOnline interactionOnline conversation and discussionB2+Can engage in online exchanges, linking their contributions to previous ones in the thread, understanding cultural implications and reacting appropriately.
672Communicative language activitiesInteractionOnline interactionOnline conversation and discussionB2Can participate actively in an online discussion, stating and responding to opinions on topics of interest at some length, provided contributors avoid unusual or complex language and allow time for responses.
673Communicative language activitiesInteractionOnline interactionOnline conversation and discussionB2Can engage in online exchanges between several participants, effectively linking their contributions to previous ones in the thread, provided a moderator helps manage the discussion.
674Communicative language activitiesInteractionOnline interactionOnline conversation and discussionB2Can recognise misunderstandings and disagreements that arise in an online interaction and deal with them, provided the interlocutor(s) are willing to co-operate.
675Communicative language activitiesInteractionOnline interactionOnline conversation and discussionB1+Can engage in real-time online exchanges with more than one participant, recognising the communicative intentions of each contributor, but may not understand details or implications without further explanation.
676Communicative language activitiesInteractionOnline interactionOnline conversation and discussionB1+Can post online accounts of social events, experiences and activities referring to embedded links and media and sharing personal feelings.
677Communicative language activitiesInteractionOnline interactionOnline conversation and discussionB1Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided they can prepare the text beforehand and use online tools to fill gaps in language and check accuracy.
678Communicative language activitiesInteractionOnline interactionOnline conversation and discussionB1Can make personal online postings about experiences, feelings and events and respond individually to the comments of others in some detail, though lexical limitations sometimes cause repetition and inappropriate formulation.
679Communicative language activitiesInteractionOnline interactionOnline conversation and discussionA2+Can introduce themselves and manage simple exchanges online, asking and answering questions and exchanging ideas on predictable everyday topics, provided enough time is allowed to formulate responses, and that they interact with one interlocutor at a time.
680Communicative language activitiesInteractionOnline interactionOnline conversation and discussionA2+Can make short descriptive online postings about everyday matters, social activities and feelings, with simple key details.
681Communicative language activitiesInteractionOnline interactionOnline conversation and discussionA2+Can comment on other people’s online postings, provided they are written/signed in simple language, reacting to embedded media by expressing feelings of surprise, interest and indifference in a simple way.
682Communicative language activitiesInteractionOnline interactionOnline conversation and discussionA2Can engage in basic social communication online (e.g. a simple message on a virtual card for special occasions, sharing news and making/confirming arrangements to meet).
683Communicative language activitiesInteractionOnline interactionOnline conversation and discussionA2Can make brief positive or negative comments online about embedded links and media using a repertoire of basic language, though they will generally have to refer to an online translation tool and other resources.
684Communicative language activitiesInteractionOnline interactionOnline conversation and discussionA1Can formulate very simple messages and personal online postings as a series of very short sentences about hobbies, likes/dislikes, etc., relying on the aid of a translation tool.
685Communicative language activitiesInteractionOnline interactionOnline conversation and discussionA1Can use formulaic expressions and combinations of simple words/signs to post short positive and negative reactions to simple online postings and their embedded links and media, and can respond to further comments with standard expressions of thanks and apology.
686Communicative language activitiesInteractionOnline interactionOnline conversation and discussionPre-A1Can post simple online greetings, using basic formulaic expressions and emoticons.
687Communicative language activitiesInteractionOnline interactionOnline conversation and discussionPre-A1Can post online short simple statements about themselves (e.g. relationship status, nationality, occupation), provided they can select them from a menu and/or refer to an online translation tool.
688Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationC2Can resolve misunderstandings and deal effectively with frictions that arise during the collaborative process.
689Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationC2Can provide guidance and add precision to the work of a group at the redrafting and editing stages of collaborative work.
690Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationC1Can co-ordinate a group that is working on a project online, formulating and revising detailed instructions, evaluating proposals from team members, and providing clarifications in order to accomplish the shared tasks.
691Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationC1Can deal with complex online transactions in a service role (e.g. applications with complicated requirements), adjusting language flexibly to manage discussions and negotiations.
692Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationC1Can participate in complex projects requiring collaborative writing and redrafting as well as other forms of online collaboration, following and relaying instructions with precision in order to reach the goal.
693Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationC1Can deal effectively with communication problems and cultural issues that arise in an online collaborative or transactional exchange by reformulating, clarifying and providing examples through media (visual, audio, graphic).
694Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationB2+Can take a lead role in online collaborative work within their area(s) of expertise, keeping the group on task by reminding it of roles, responsibilities and deadlines in order to achieve established goals.
695Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationB2+Can engage in online collaborative or transactional exchanges within their area(s) of expertise that require negotiation of conditions and explanation of complicated details and special requirements.
696Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationB2+Can deal with misunderstandings and unexpected problems that arise in online collaborative or transactional exchanges by responding politely and appropriately in order to help resolve the issue.
697Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationB2Can collaborate online with a group that is working on a project, justifying proposals, seeking clarification and playing a supportive role in order to accomplish shared tasks.
698Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationB1+Can engage in online transactions that require an extended exchange of information, provided the interlocutor(s) avoid complex language and are willing to repeat and reformulate when necessary.
699Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationB1+Can interact online with a group that is working on a project, following straightforward instructions, seeking clarification and helping to accomplish the shared tasks.
700Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationB1Can engage in online collaborative or transactional exchanges that require simple clarification or explanation of relevant details, such as registering for a course, tour or event, or applying for membership.
701Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationB1Can interact online with a partner or small group working on a project, provided there are visual aids such as images, statistics and graphs to clarify more complex concepts.
702Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationB1Can respond to instructions and ask questions or request clarifications in order to accomplish a shared task online.
703Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationA2+Can use formulaic language to respond to routine problems arising in online transactions (e.g. concerning availability of models and special offers, delivery dates, addresses).
704Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationA2+Can interact online with a supportive partner in a simple collaborative task, responding to basic instructions and seeking clarification, provided there are visual aids such as images, statistics or graphs to clarify the concepts involved.
705Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationA2Can make simple online transactions (e.g. ordering goods or enrolling in a course) by filling in an online form or questionnaire, providing personal details and confirming acceptance of terms and conditions, declining extra services, etc.
706Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationA2Can ask basic questions about the availability of a product or feature.
707Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationA2Can respond to simple instructions and ask simple questions in order to accomplish a shared task online with the help of a supportive interlocutor.
708Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationA1Can complete a very simple online purchase or application, providing basic personal information (e.g. name, e-mail or telephone number).
709Communicative language activitiesInteractionOnline interactionGoal-oriented online transactions and collaborationPre-A1Can make selections (e.g. choosing a product, size, colour) in a simple online purchase or application form, provided there is visual support.
710Communicative language strategiesInteractionTurntakingC2No descriptors available; see C1
711Communicative language strategiesInteractionTurntakingC1Can select a suitable phrase from a readily available range of discourse functions to preface their remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking.
712Communicative language strategiesInteractionTurntakingB2Can intervene appropriately in discussion, exploiting appropriate language to do so.
713Communicative language strategiesInteractionTurntakingB2Can initiate, maintain and end discourse appropriately with effective turntaking.
714Communicative language strategiesInteractionTurntakingB2Can initiate discourse, take their turn when appropriate and end conversation when they need to, though they may not always do this elegantly.
715Communicative language strategiesInteractionTurntakingB2Can use stock phrases (e.g. “That’s a difficult question to answer”) to gain time and keep the turn whilst formulating what they want to express.
716Communicative language strategiesInteractionTurntakingB1+Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor.
717Communicative language strategiesInteractionTurntakingB1Can initiate, maintain and close simple, face-to-face conversation on topics that are familiar or of personal interest.
718Communicative language strategiesInteractionTurntakingA2+Can use simple techniques to start, maintain or end a short conversation.
719Communicative language strategiesInteractionTurntakingA2+Can initiate, maintain and close simple, face-to-face conversation.
720Communicative language strategiesInteractionTurntakingA2Can ask for attention.
721Communicative language strategiesInteractionTurntakingA1No descriptors available
722Communicative language strategiesInteractionTurntakingPre-A1No descriptors available
723Communicative language strategiesInteractionCo-operatingC2Can link contributions skilfully to those of others, widen the scope of the interaction and help steer it towards an outcome.
724Communicative language strategiesInteractionCo-operatingC1Can relate own contribution skilfully to that of others.
725Communicative language strategiesInteractionCo-operatingB2+Can give feedback on and follow up statements and inferences and so help the development of the discussion.
726Communicative language strategiesInteractionCo-operatingB2+Can summarise and evaluate the main points of discussion on matters within their academic or professional competence.
727Communicative language strategiesInteractionCo-operatingB2Can help the discussion along on familiar ground, confirming comprehension, inviting others in, etc.
728Communicative language strategiesInteractionCo-operatingB2Can summarise the point reached at a particular stage in a discussion and propose the next steps.
729Communicative language strategiesInteractionCo-operatingB1+Can exploit a basic repertoire of language and strategies to help keep a conversation or discussion going.
730Communicative language strategiesInteractionCo-operatingB1+Can summarise the point reached in a discussion and so help focus the argument.
731Communicative language strategiesInteractionCo-operatingB1Can repeat back part of what someone has said to confirm mutual understanding and help keep the development of ideas on course.
732Communicative language strategiesInteractionCo-operatingB1Can invite others into the discussion.
733Communicative language strategiesInteractionCo-operatingA2Can indicate when they are following.
734Communicative language strategiesInteractionCo-operatingA1No descriptors available
735Communicative language strategiesInteractionCo-operatingPre-A1No descriptors available
736Communicative language strategiesInteractionAsking for clarificationC2No descriptors available; see C1
737Communicative language strategiesInteractionAsking for clarificationC1Can ask for explanation or clarification to ensure they understand complex, abstract ideas in professional or academic contexts, live or online.
738Communicative language strategiesInteractionAsking for clarificationB2+Can ask follow-up questions to check that they have understood what someone intended to say, and get clarification of ambiguous points.
739Communicative language strategiesInteractionAsking for clarificationB2Can ask for explanation or clarification to ensure they understand complex, abstract ideas.
740Communicative language strategiesInteractionAsking for clarificationB2Can formulate follow-up questions to a member of a group to clarify an issue that is implicit or poorly articulated.
741Communicative language strategiesInteractionAsking for clarificationB1+Can ask for further details and clarifications from other group members in order to move a discussion forward.
742Communicative language strategiesInteractionAsking for clarificationB1Can ask someone to clarify or elaborate what they have just said.
743Communicative language strategiesInteractionAsking for clarificationA2+Can ask very simply for repetition when they do not understand.
744Communicative language strategiesInteractionAsking for clarificationA2+Can ask for clarification about key words/signs or phrases not understood, using stock phrases.
745Communicative language strategiesInteractionAsking for clarificationA2Can indicate that they did not follow.
746Communicative language strategiesInteractionAsking for clarificationA2Can signal non-understanding and ask for a word/sign to be spelt out.
747Communicative language strategiesInteractionAsking for clarificationA1Can indicate with simple words/signs, intonation and gestures that they do not understand.
748Communicative language strategiesInteractionAsking for clarificationA1Can express in a simple way that they do not understand.
749Communicative language strategiesInteractionAsking for clarificationPre-A1No descriptors available
750Communicative language activitiesMediationOverall mediationC2Can mediate effectively and naturally, taking on different roles according to the needs of the people and situation involved, identifying nuances and undercurrents and guiding a sensitive or delicate discussion. Can explain in clear, fluent, well-structured language the way facts and arguments are presented, conveying evaluative aspects and most nuances precisely, and pointing out sociocultural implications (e.g. use of register, understatement, irony and sarcasm).
751Communicative language activitiesMediationOverall mediationC1Can act effectively as a mediator, helping to maintain positive interaction by interpreting different perspectives, managing ambiguity, anticipating misunderstandings and intervening diplomatically in order to redirect the conversation. Can build on different contributions to a discussion, stimulating reasoning with a series of questions. Can convey clearly and fluently in well-structured language the significant ideas in long, complex texts, whether or not they relate to their own fields of interest, including evaluative aspects and most nuances.
752Communicative language activitiesMediationOverall mediationB2+Can establish a supportive environment for sharing ideas and facilitate discussion of delicate issues, showing appreciation of different perspectives, encouraging people to explore issues and adjusting sensitively the way they express things. Can build on others’ ideas, making suggestions for ways forward. Can convey the main content of well-structured but long and propositionally complex texts on subjects within their fields of professional, academic and personal interest, clarifying the opinions and purposes of speakers/signers.
753Communicative language activitiesMediationOverall mediationB2Can work collaboratively with people from different backgrounds, creating a positive atmosphere by providing support, asking questions to identify common goals, comparing options for how to achieve them and explaining suggestions for what to do next. Can further develop others’ ideas, pose questions that invite reactions from different perspectives and propose a solution or next steps. Can convey detailed information and arguments reliably, e.g. the significant point(s) contained in complex but well-structured texts within their fields of professional, academic and personal interest.
754Communicative language activitiesMediationOverall mediationB1+Can collaborate with people from other backgrounds, showing interest and empathy by asking and answering simple questions, formulating and responding to suggestions, asking whether people agree, and proposing alternative approaches. Can convey the main points made in long texts expressed in uncomplicated language on topics of personal interest, provided they can check the meaning of certain expressions.
755Communicative language activitiesMediationOverall mediationB1Can introduce people from different backgrounds, showing awareness that some questions may be perceived differently, and invite other people to contribute their expertise and experience as well as their views. Can convey information given in clear, well-structured informational texts on subjects that are familiar or of personal or current interest, although lexical limitations cause difficulty with formulation at times.
756Communicative language activitiesMediationOverall mediationA2+Can play a supportive role in interaction, provided other participants speak/sign slowly and that one or more of the participants helps them to contribute and to express their suggestions. Can convey relevant information contained in clearly structured, short, simple, informational texts, provided the texts concern concrete, familiar subjects and are formulated in simple everyday language.
757Communicative language activitiesMediationOverall mediationA2Can use simple words/signs to ask someone to explain something. Can recognise when difficulties occur and indicate in simple language the apparent nature of a problem. Can convey the main point(s) involved in short, simple conversations or texts on everyday subjects of immediate interest, provided these are expressed clearly in simple language.
758Communicative language activitiesMediationOverall mediationA1Can use simple words/signs and non-verbal signals to show interest in an idea. Can convey simple, predictable information of immediate interest given in short, simple signs and notices, posters and programmes.
759Communicative language activitiesMediationOverall mediationPre-A1No descriptors available
760Communicative language activitiesMediationMediating a textRelaying specific information in speech or signC2No descriptors available; see C1
761Communicative language activitiesMediationMediating a textRelaying specific information in speech or signC1Can explain (in Language B) the relevance of specific information found in a particular section of a long, complex text (in Language A).
762Communicative language activitiesMediationMediating a textRelaying specific information in speech or signB2+Can relay (in Language B) which presentations given (in Language A) at a conference or which articles in a book (in Language A) are particularly relevant for a specific purpose.
763Communicative language activitiesMediationMediating a textRelaying specific information in speech or signB2Can relay (in Language B) the main point(s) contained in formal correspondence and/or reports (in Language A) on general subjects and on subjects related to their fields of interest.
764Communicative language activitiesMediationMediating a textRelaying specific information in speech or signB1Can relay (in Language B) the content of public announcements and messages delivered clearly at normal speed (in Language A).
765Communicative language activitiesMediationMediating a textRelaying specific information in speech or signB1Can relay (in Language B) the contents of detailed instructions or directions, provided these are clearly articulated (in Language A).
766Communicative language activitiesMediationMediating a textRelaying specific information in speech or signB1Can relay (in Language B) specific information given in straightforward informational texts (e.g. leaflets, brochure entries, notices and letters or e-mails) (in Language A).
767Communicative language activitiesMediationMediating a textRelaying specific information in speech or signA2+Can relay (in Language B) the point made in a clear announcement (in Language A) concerning familiar everyday subjects, though they may have to simplify the message and search for words/signs.
768Communicative language activitiesMediationMediating a textRelaying specific information in speech or signA2+Can relay (in Language B) specific, relevant information contained in short, simple texts, labels and notices (in Language A) on familiar subjects.
769Communicative language activitiesMediationMediating a textRelaying specific information in speech or signA2Can relay (in Language B) the point made in short, clear, simple messages, instructions and announcements, provided these are expressed slowly and clearly in simple language (in Language A).
770Communicative language activitiesMediationMediating a textRelaying specific information in speech or signA2Can relay (in Language B) in a simple way a series of short, simple instructions, provided the original (in Language A) is clearly and slowly articulated.
771Communicative language activitiesMediationMediating a textRelaying specific information in speech or signA1Can relay (in Language B) simple, predictable information about times and places given in short, simple statements (delivered in Language A).
772Communicative language activitiesMediationMediating a textRelaying specific information in speech or signPre-A1Can relay (in Language B) simple instructions about places and times (given in Language A), provided these are repeated very slowly and clearly.
773Communicative language activitiesMediationMediating a textRelaying specific information in speech or signPre-A1Can relay (in Language B) very basic information (e.g. numbers and prices) from short, simple, illustrated texts (in Language A).
774Communicative language activitiesMediationMediating a textRelaying specific information in writingC2No descriptors available; see B2
775Communicative language activitiesMediationMediating a textRelaying specific information in writingC1No descriptors available; see B2
776Communicative language activitiesMediationMediating a textRelaying specific information in writingB2+Can relay in writing (in Language B) which presentations at a conference (given in Language A) were relevant, pointing out which would be worth detailed consideration.
777Communicative language activitiesMediationMediating a textRelaying specific information in writingB2+Can relay in writing (in Language B) the relevant point(s) contained in propositionally complex but well-structured texts (in Language A) within their fields of professional, academic and personal interest.
778Communicative language activitiesMediationMediating a textRelaying specific information in writingB2+Can relay in writing (in Language B) the relevant point(s) contained in an article (in Language A) from an academic or professional journal.
779Communicative language activitiesMediationMediating a textRelaying specific information in writingB2Can relay in a written report (in Language B) relevant decisions that were taken in a meeting (in Language A).
780Communicative language activitiesMediationMediating a textRelaying specific information in writingB2Can relay in writing (in Language B) the significant point(s) contained in formal correspondence (in Language A).
781Communicative language activitiesMediationMediating a textRelaying specific information in writingB1Can relay in writing (in Language B) specific information points contained in texts delivered (in Language A) on familiar subjects (e.g. calls, announcements and instructions).
782Communicative language activitiesMediationMediating a textRelaying specific information in writingB1Can relay in writing (in Language B) specific, relevant information contained in straightforward informational texts (in Language A) on familiar subjects.
783Communicative language activitiesMediationMediating a textRelaying specific information in writingB1Can relay in writing (in Language B) specific information given in a straightforward recorded message (left in Language A), provided the topics concerned are familiar and the delivery is slow and clear.
784Communicative language activitiesMediationMediating a textRelaying specific information in writingA2+Can relay in writing (in Language B) specific information contained in short simple informational texts (in Language A), provided the texts concern concrete, familiar subjects and are composed in simple everyday language.
785Communicative language activitiesMediationMediating a textRelaying specific information in writingA2Can list (in Language B) the main points of short, clear, simple messages and announcements (given in Language A), provided they are clearly and slowly articulated.
786Communicative language activitiesMediationMediating a textRelaying specific information in writingA2Can list (in Language B) specific information contained in simple texts (in Language A) on everyday subjects of immediate interest or need.
787Communicative language activitiesMediationMediating a textRelaying specific information in writingA1Can list (in Language B) names, numbers, prices and very simple information of immediate interest in oral texts (in Language A), provided the articulation is very slow and clear, with repetition.
788Communicative language activitiesMediationMediating a textRelaying specific information in writingPre-A1Can list (in Language B) names, numbers, prices and very simple information from texts (in Language A) that are of immediate interest, that are composed in very simple language and contain illustrations.
789Communicative language activitiesMediationMediating a textExplaining data in speech or signC2Can interpret and describe clearly and reliably (in Language B) various forms of empirical data and visually organised information (with text in Language A) from conceptually complex research concerning academic or professional topics.
790Communicative language activitiesMediationMediating a textExplaining data in speech or signC1Can interpret and describe clearly and reliably (in Language B) the salient points and details contained in complex diagrams and other visually organised information (with text in Language A) on complex academic or professional topics.
791Communicative language activitiesMediationMediating a textExplaining data in speech or signB2Can interpret and describe reliably (in Language B) detailed information contained in complex diagrams, charts and other visually organised information (with text in Language A) on topics in their fields of interest.
792Communicative language activitiesMediationMediating a textExplaining data in speech or signB1+Can interpret and describe (in Language B) detailed information in diagrams in their fields of interest (with text in Language A), even though lexical gaps may cause hesitation or imprecise formulation.
793Communicative language activitiesMediationMediating a textExplaining data in speech or signB1Can interpret and describe (in Language B) overall trends shown in simple diagrams (e.g. graphs, bar charts) (with text in Language A), even though lexical limitations cause difficulty with formulation at times.
794Communicative language activitiesMediationMediating a textExplaining data in speech or signA2+Can interpret and describe (in Language B) simple visuals on familiar topics (e.g. a weather map, a basic flow chart) (with text in Language A), even though pauses, false starts and reformulation may be very evident.
795Communicative language activitiesMediationMediating a textExplaining data in speech or signA2No descriptors available
796Communicative language activitiesMediationMediating a textExplaining data in speech or signA1No descriptors available
797Communicative language activitiesMediationMediating a textExplaining data in speech or signPre-A1No descriptors available
798Communicative language activitiesMediationMediating a textExplaining data in writingC2Can interpret and present in writing (in Language B) various forms of empirical data (with text in Language A) from conceptually complex research on academic or professional topics.
799Communicative language activitiesMediationMediating a textExplaining data in writingC1Can interpret and present clearly and reliably in writing (in Language B) the salient, relevant points contained in complex diagrams and other visually organised data (with text in Language A) on complex academic or professional topics.
800Communicative language activitiesMediationMediating a textExplaining data in writingB2Can interpret and present reliably in writing (in Language B) detailed information from diagrams and visually organised data in their fields of interest (with text in Language A).
801Communicative language activitiesMediationMediating a textExplaining data in writingB1+Can interpret and present in writing (in Language B) the overall trends shown in simple diagrams (e.g. graphs, bar charts) (with text in Language A), explaining the important points in more detail, given the help of a dictionary or other reference materials.
802Communicative language activitiesMediationMediating a textExplaining data in writingB1Can describe in simple sentences (in Language B) the main facts shown in visuals on familiar topics (e.g. a weather map, a basic flow chart) (with text in Language A).
803Communicative language activitiesMediationMediating a textExplaining data in writingA2No descriptors available
804Communicative language activitiesMediationMediating a textExplaining data in writingA1No descriptors available
805Communicative language activitiesMediationMediating a textExplaining data in writingPre-A1No descriptors available
806Communicative language activitiesMediationMediating a textProcessing text in speech or signC2Can explain (in Language B) inferences when links or implications are not made explicit (in Language A), and point out the sociocultural implications of the form of expression (e.g. understatement, irony, sarcasm).
807Communicative language activitiesMediationMediating a textProcessing text in speech or signC1Can summarise (in Language B) long, demanding texts (in Language A).
808Communicative language activitiesMediationMediating a textProcessing text in speech or signC1Can summarise (in Language B) discussion (in Language A) on matters within their academic or professional competence, elaborating and weighing up different points of view and identifying the most significant points.
809Communicative language activitiesMediationMediating a textProcessing text in speech or signC1Can summarise clearly in well-structured language (in Language B) the main points made in complex texts (in Language A) in fields of specialisation other than their own, although they may occasionally check particular technical concepts.
810Communicative language activitiesMediationMediating a textProcessing text in speech or signC1Can explain (in Language B) subtle distinctions in the presentation of facts and arguments (in Language A).
811Communicative language activitiesMediationMediating a textProcessing text in speech or signC1Can exploit information and arguments from a complex text (in Language A) to discuss a topic (in Language B), glossing with evaluative comments, adding their opinion, etc.
812Communicative language activitiesMediationMediating a textProcessing text in speech or signC1Can explain (in Language B) the attitude or opinion expressed in a source text (in Language A) on a specialised topic, supporting inferences they make with reference to specific passages in the original.
813Communicative language activitiesMediationMediating a textProcessing text in speech or signB2+Can summarise clearly in well-structured language (in Language B) the information and arguments contained in complex texts (in Language A) on a wide range of subjects related to their fields of interest and specialisation.
814Communicative language activitiesMediationMediating a textProcessing text in speech or signB2+Can summarise (in Language B) the main points of complex discussions (in Language A), weighing up the different points of view presented.
815Communicative language activitiesMediationMediating a textProcessing text in speech or signB2Can synthesise and report (in Language B) information and arguments from a number of sources (in Language A).
816Communicative language activitiesMediationMediating a textProcessing text in speech or signB2Can summarise (in Language B) a wide range of factual and imaginative texts (in Language A), commenting on and discussing contrasting points of view and the main themes.
817Communicative language activitiesMediationMediating a textProcessing text in speech or signB2Can summarise (in Language B) the important points made in longer, complex texts (in Language A) on subjects of current interest, including their fields of special interest.
818Communicative language activitiesMediationMediating a textProcessing text in speech or signB2Can recognise the intended audience of a text (in Language A) on a topic of interest and explain (in Language B) the purpose, attitudes and opinion of the author.
819Communicative language activitiesMediationMediating a textProcessing text in speech or signB2Can summarise (in Language B) extracts from news items, interviews or documentaries containing opinions, arguments and discussions (in Language A).
820Communicative language activitiesMediationMediating a textProcessing text in speech or signB2Can summarise (in Language B) the plot and sequence of events in a film or play (in Language A).
821Communicative language activitiesMediationMediating a textProcessing text in speech or signB1+Can summarise (in Language B) the main points made in long texts (in Language A) on topics in their fields of interest, provided they can check the meaning of certain expressions.
822Communicative language activitiesMediationMediating a textProcessing text in speech or signB1+Can summarise (in Language B) a short narrative or article, talk, discussion, interview or documentary (in Language A) and answer further questions about details.
823Communicative language activitiesMediationMediating a textProcessing text in speech or signB1+Can collate short pieces of information from several sources (in Language A) and summarise them (in Language B) for somebody else.
824Communicative language activitiesMediationMediating a textProcessing text in speech or signB1Can summarise (in Language B) the main points made in clear, well-structured texts (in Language A) on subjects that are familiar or of personal interest, although lexical limitations cause difficulty with formulation at times.
825Communicative language activitiesMediationMediating a textProcessing text in speech or signB1Can summarise simply (in Language B) the main information content of straightforward texts (in Language A) on familiar subjects (e.g. a short record of an interview, magazine article, travel brochure).
826Communicative language activitiesMediationMediating a textProcessing text in speech or signB1Can summarise (in Language B) the main points made during a conversation (in Language A) on a subject of personal or current interest, provided people articulated clearly.
827Communicative language activitiesMediationMediating a textProcessing text in speech or signB1Can summarise (in Language B) the main points made in long texts delivered orally (in Language A) on topics in their fields of interest, provided they can listen or view several times.
828Communicative language activitiesMediationMediating a textProcessing text in speech or signB1Can summarise (in Language B) the main points or events in TV programmes and video clips (in Language A), provided they can view them several times.
829Communicative language activitiesMediationMediating a textProcessing text in speech or signA2+Can report (in Language B) the main points made in simple TV or radio news items (in Language A) reporting events, sports, accidents, etc., provided the topics concerned are familiar and the delivery is slow and clear.
830Communicative language activitiesMediationMediating a textProcessing text in speech or signA2+Can report in simple sentences (in Language B) the information contained in clearly structured, short, simple texts (in Language A) that have illustrations or tables.
831Communicative language activitiesMediationMediating a textProcessing text in speech or signA2+Can summarise (in Language B) the main point(s) in simple, short informational texts (in Language A) on familiar topics.
832Communicative language activitiesMediationMediating a textProcessing text in speech or signA2Can convey (in Language B) the main point(s) contained in clearly structured, short, simple texts (in Language A), supplementing their limited repertoire with other means (e.g. gestures, drawings, words/signs from other languages) in order to do so.
833Communicative language activitiesMediationMediating a textProcessing text in speech or signA1Can convey (in Language B) simple, predictable information given in short, very simple signs and notices, posters and programmes (in Language A).
834Communicative language activitiesMediationMediating a textProcessing text in speech or signPre-A1No descriptors available
835Communicative language activitiesMediationMediating a textProcessing text in writingC2Can explain in writing (in Language B) the way that facts and arguments are presented in a text (in Language A), particularly when someone else’s position is being reported, drawing attention to the use of understatement, veiled criticism, irony and sarcasm.
836Communicative language activitiesMediationMediating a textProcessing text in writingC2Can summarise information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall result.
837Communicative language activitiesMediationMediating a textProcessing text in writingC1Can summarise in writing (in Language B) long, complex texts (in Language A), interpreting the content appropriately, provided they can occasionally check the precise meaning of unusual, technical terms.
838Communicative language activitiesMediationMediating a textProcessing text in writingC1Can summarise in writing a long and complex text (in Language A) (e.g. an academic article, article providing political analysis, novel extract, editorial, literary review, report or extract from a scientific book) for a specific audience, respecting the style and register of the original.
839Communicative language activitiesMediationMediating a textProcessing text in writingB2+Can summarise in writing (in Language B) the main content of well-structured but propositionally complex texts (in Language A) on subjects within their fields of professional, academic and personal interest.
840Communicative language activitiesMediationMediating a textProcessing text in writingB2+Can compare, contrast and synthesise in writing (in Language B) the information and viewpoints contained in academic and professional publications (in Language A) in their fields of special interest.
841Communicative language activitiesMediationMediating a textProcessing text in writingB2+Can explain in writing (in Language B) the viewpoint articulated in a complex text (in Language A), supporting inferences they make with reference to specific information in the original.
842Communicative language activitiesMediationMediating a textProcessing text in writingB2Can summarise in writing (in Language B) the main content of complex texts (in Language A) on subjects related to their fields of interest and specialisation.
843Communicative language activitiesMediationMediating a textProcessing text in writingB1+Can summarise in writing (in Language B) the information and arguments contained in texts (in Language A) on subjects of general or personal interest.
844Communicative language activitiesMediationMediating a textProcessing text in writingB1Can summarise in writing (in Language B) the main points made in straightforward, informational texts (in Language A) on subjects that are of personal or current interest, provided oral texts are clearly articulated.
845Communicative language activitiesMediationMediating a textProcessing text in writingB1Can paraphrase short passages in a simple fashion, using the original text wording and ordering.
846Communicative language activitiesMediationMediating a textProcessing text in writingA2+Can list as a series of bullet points (in Language B) the relevant information contained in short simple texts (in Language A), provided the texts concern concrete, familiar subjects and contain only simple everyday language.
847Communicative language activitiesMediationMediating a textProcessing text in writingA2+Can pick out and reproduce key words and phrases or short sentences from a short text within the learner’s limited competence and experience.
848Communicative language activitiesMediationMediating a textProcessing text in writingA2Can use simple language to convey (in Language B) the main point(s) contained in very short texts (in Language A) on familiar and everyday themes that contain the highest frequency vocabulary; despite errors, the text remains comprehensible.
849Communicative language activitiesMediationMediating a textProcessing text in writingA2Can copy out short texts in printed or clearly handwritten format.
850Communicative language activitiesMediationMediating a textProcessing text in writingA1Can, with the help of a dictionary, convey (in Language B) the meaning of simple phrases (in Language A) on familiar and everyday themes.
851Communicative language activitiesMediationMediating a textProcessing text in writingA1Can copy out single words and short texts presented in standard printed format.
852Communicative language activitiesMediationMediating a textProcessing text in writingPre-A1No descriptors available
853Communicative language activitiesMediationMediating a textTranslating a written text in speech or signC2Can provide fluent oral translation (into Language B) of abstract texts (written in Language A) on a wide range of subjects of personal, academic and professional interest, successfully conveying evaluative aspects and arguments, including the nuances and implications associated with them.
854Communicative language activitiesMediationMediating a textTranslating a written text in speech or signC1Can provide fluent oral translation (into Language B) of complex texts (written in Language A) on a wide range of general and specialised topics, capturing most nuances.
855Communicative language activitiesMediationMediating a textTranslating a written text in speech or signB2+Can provide oral translation (into Language B) of complex texts (written in Language A) containing information and arguments on subjects within their fields of professional, academic and personal interest.
856Communicative language activitiesMediationMediating a textTranslating a written text in speech or signB1+Can provide oral translation (into Language B) of texts (written in Language A) containing information and arguments on subjects within their fields of professional, academic and personal interest, provided they are written in uncomplicated, standard language.
857Communicative language activitiesMediationMediating a textTranslating a written text in speech or signB1Can provide an approximate oral translation (into Language B) of clear, well-structured informational texts (written in Language A) on subjects that are familiar or of personal interest, although lexical limitations cause difficulty with formulation at times.
858Communicative language activitiesMediationMediating a textTranslating a written text in speech or signA2+Can provide an approximate oral translation (into Language B) of short, simple, everyday texts (e.g. brochure entries, notices, instructions, letters or e-mails) (written in Language A).
859Communicative language activitiesMediationMediating a textTranslating a written text in speech or signA2Can provide a simple, rough oral translation (into Language B) of short, simple texts (e.g. notices on familiar subjects) (written in Language A), capturing the most essential point.
860Communicative language activitiesMediationMediating a textTranslating a written text in speech or signA2Can provide a simple, rough oral translation (into Language B) of routine information on familiar everyday subjects that is written in simple sentences (in Language A) (e.g. personal news, short narratives, directions, notices or instructions).
861Communicative language activitiesMediationMediating a textTranslating a written text in speech or signA1Can provide a simple, rough oral translation (into Language B) of simple everyday words/signs and phrases (written in Language A) that are encountered on signs and notices, posters, programmes, leaflets, etc.
862Communicative language activitiesMediationMediating a textTranslating a written text in speech or signPre-A1No descriptors available
863Communicative language activitiesMediationMediating a textTranslating a written text in writingC2Can translate (into Language B) technical material outside their field of specialisation (written in Language A), provided subject matter accuracy is checked by a specialist in the field concerned.
864Communicative language activitiesMediationMediating a textTranslating a written text in writingC1Can translate (into Language B) abstract texts on social, academic and professional subjects in their field (written in Language A), successfully conveying evaluative aspects and arguments, including many of the implications associated with them, though some expression may be over-influenced by the original.
865Communicative language activitiesMediationMediating a textTranslating a written text in writingB2+Can produce clearly organised translations (from Language A into Language B) that reflect normal language usage but may be over-influenced by the order, paragraphing, punctuation and particular formulations of the original.
866Communicative language activitiesMediationMediating a textTranslating a written text in writingB2Can produce translations (into Language B) that closely follow the sentence and paragraph structure of the original text (in Language A), conveying the main points of the source text accurately, though the translation may read awkwardly.
867Communicative language activitiesMediationMediating a textTranslating a written text in writingB1+Can produce approximate translations (from Language A into Language B) of straightforward, factual texts that are written in uncomplicated, standard language, closely following the structure of the original; although linguistic errors may occur, the translation remains comprehensible.
868Communicative language activitiesMediationMediating a textTranslating a written text in writingB1Can produce approximate translations (from Language A into Language B) of information contained in short, factual texts written in uncomplicated, standard language; despite errors, the translation remains comprehensible.
869Communicative language activitiesMediationMediating a textTranslating a written text in writingA2Can use simple language to provide an approximate translation (from Language A into Language B) of very short texts on familiar and everyday themes that contain the highest frequency vocabulary; despite errors, the translation remains comprehensible.
870Communicative language activitiesMediationMediating a textTranslating a written text in writingA1Can, with the help of a dictionary, translate simple words/signs and phrases (from Language A into Language B), but may not always select the appropriate meaning.
871Communicative language activitiesMediationMediating a textTranslating a written text in writingPre-A1No descriptors available
872Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)C2Can, while continuing to participate in a meeting or seminar, create reliable notes (or minutes) for people who are not present, even when the subject matter is complex and/or unfamiliar.
873Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)C2Is aware of the implications and allusions of what is said and can take notes on them as well as on the actual words used.
874Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)C2Can take notes selectively, paraphrasing and abbreviating successfully to capture abstract concepts and relationships between ideas.
875Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)C1Can take detailed notes during a lecture on topics in their field of interest, recording the information so accurately and so closely to the original that the notes could also be useful to other people.
876Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)C1Can make decisions about what to note down and what to omit as the lecture or seminar proceeds, even on unfamiliar matters.
877Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)C1Can select relevant, detailed information and arguments on complex, abstract topics from multiple oral sources (e.g. lectures, podcasts, formal discussions and debates, interviews), provided the delivery is at normal speed.
878Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)B2Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike them as important, even though they tend to concentrate on the actual formulation and therefore to miss some information.
879Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)B2Can take accurate notes in meetings and seminars on most matters likely to arise within their field of interest.
880Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)B1+Can take notes during a lecture which are precise enough for their own use at a later date, provided the topic is within their field of interest and the lecture is clear and well structured.
881Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)B1Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the lecture is both formulated in simple language and articulated clearly.
882Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)B1Can note down routine instructions in a meeting on a familiar subject, provided these are formulated in simple language and they are given sufficient time to do so.
883Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)A2Can take simple notes at a presentation/demonstration where the subject matter is familiar and predictable and the presenter allows for clarification and note-taking.
884Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)A1No descriptors available
885Communicative language activitiesMediationMediating a textNote-taking (lectures, seminars, meetings, etc.)Pre-A1No descriptors available
886Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)C2No descriptors available
887Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)C1Can describe in detail a personal interpretation of a work, outlining their reactions to certain features and explaining their significance.
888Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)C1Can outline a personal interpretation of a character in a work: their psychological/emotional state, the motives for their actions and the consequences of these actions.
889Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B2Can give a clear presentation of their reactions to a work, developing their ideas and supporting them with examples and arguments.
890Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B2Can give a personal interpretation of the development of a plot, the characters and themes in a story, novel, film or play.
891Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B2Can describe their emotional response to a work and elaborate on the way in which it has evoked this response.
892Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B2Can express in some detail their reactions to the form of expression, style and content of a work, explaining what they appreciated and why.
893Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B1Can explain why certain parts or aspects of a work especially interested them.
894Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B1Can explain in some detail which character they most identified with and why.
895Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B1Can relate events in a story, film or play to similar events they have experienced or heard about.
896Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B1Can relate the emotions experienced by a character to emotions they have experienced.
897Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B1Can describe the emotions they experienced at a certain point in a story, e.g. the point(s) in a story when they became anxious for a character, and explain why.
898Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B1Can explain briefly the feelings and opinions that a work provoked in them.
899Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B1Can describe the personality of a character.
900Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)B1Can describe a character’s feelings and explain the reasons for them.
901Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)A2Can express their reactions to a work, reporting their feelings and ideas in simple language.
902Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)A2Can state in simple language which aspects of a work especially interested them.
903Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)A2Can state whether they liked a work or not and explain why in simple language.
904Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)A1Can use simple words/signs to state how a work made them feel.
905Communicative language activitiesMediationMediating a textExpressing a personal response to creative texts (including literature)Pre-A1No descriptors available
906Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)C2Can give a critical appraisal of work of different periods and genres (e.g. novels, poems and plays), appreciating subtle distinctions of style and implicit as well as explicit meaning.
907Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)C2Can recognise the finer subtleties of nuanced language, rhetorical effect and stylistic language use (e.g. metaphors, abnormal syntax, ambiguity), interpreting and “unpacking” meanings and connotations.
908Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)C2Can critically evaluate the way in which structure, language and rhetorical devices are exploited in a work for a particular purpose and give a reasoned argument concerning their appropriateness and effectiveness.
909Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)C2Can give a critical appreciation of deliberate breaches of linguistic conventions in a piece of writing.
910Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)C1Can critically appraise a wide variety of texts including literary works of different periods and genres.
911Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)C1Can evaluate the extent to which a work follows the conventions of its genre.
912Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)C1Can describe and comment on ways in which the work engages the audience (e.g. by building up and subverting expectations).
913Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)B2Can compare two works, considering themes, characters and scenes, exploring similarities and contrasts and explaining the relevance of the connections between them.
914Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)B2Can give a reasoned opinion of a work, showing awareness of the thematic, structural and formal features and referring to the opinions and arguments of others.
915Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)B2Can evaluate the way the work encourages identification with characters, giving examples.
916Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)B2Can describe the way in which different works differ in their treatment of the same theme.
917Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)B1Can point out the most important episodes and events in a clearly structured narrative in everyday language and explain the significance of events and the connections between them.
918Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)B1Can describe the key themes and characters in short narratives involving familiar situations that contain only high frequency everyday language.
919Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)A2Can identify and briefly describe, in basic formulaic language, the key themes and characters in short, simple narratives involving familiar situations that contain only high frequency everyday language.
920Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)A1No descriptors available
921Communicative language activitiesMediationMediating a textAnalysis and criticism of creative texts (including literature)Pre-A1No descriptors available
922Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers C2No descriptors available
923Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers C1Can show sensitivity to different perspectives within a group, acknowledging contributions and formulating any reservations, disagreements or criticisms in such a way as to avoid or minimise any offence.
924Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers C1Can develop the interaction and tactfully help steer it towards a conclusion.
925Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers B2+Can, based on people’s reactions, adjust the way they formulate questions and/or intervene in a group interaction.
926Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers B2+Can act as rapporteur in a group discussion, noting ideas and decisions, discussing these with the group and later giving a summary of the group’s view(s) in a plenary.
927Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers B2Can ask questions to stimulate discussion on how to organise collaborative work.
928Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers B2Can help define goals for teamwork and compare options for how to achieve them.
929Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers B2Can refocus a discussion by suggesting what to consider next, and how to proceed.
930Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers B1+Can collaborate on a shared task, e.g. formulating and responding to suggestions, asking whether people agree, and proposing alternative approaches.
931Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers B1+Can collaborate in simple, shared tasks and work towards a common goal in a group by asking and answering straightforward questions.
932Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers B1+Can define the task in basic terms in a discussion and ask others to contribute their expertise and experience.
933Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers B1Can invite other people in a group to contribute their views.
934Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers A2+Can collaborate in simple, shared tasks, provided other participants articulate slowly and one or more people help them contribute and express their suggestions.
935Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers A2Can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses, provided they can ask for repetition or reformulation from time to time.
936Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers A1Can invite others’ contributions to very simple tasks using short, simple phrases prepared in advance. Can indicate that they understand and ask whether others understand.
937Communicative language activitiesMediationMediating conceptsFacilitating collaborative interaction with peers Pre-A1No descriptors available
938Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningC2Can summarise, evaluate and link the various contributions in order to facilitate agreement on a solution or a way forward.
939Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningC1Can frame a discussion to decide on a course of action with a partner or group, reporting on what others have said, summarising, elaborating and weighing up multiple points of view.
940Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningC1Can evaluate problems, challenges and proposals in a collaborative discussion in order to decide on the way forward.
941Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningC1Can highlight inconsistencies in thinking, and challenge others’ ideas in the process of trying to reach a consensus.
942Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningB2+Can highlight the main issue that needs to be resolved in a complex task and the important aspects that need to be taken into account.
943Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningB2+Can contribute to collaborative decision making and problem solving, expressing and co-developing ideas, explaining details and making suggestions for future action.
944Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningB2+Can help organise the discussion in a group by reporting what others have said, summarising, elaborating and weighing up different points of view.
945Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningB2Can further develop other people’s ideas and opinions.
946Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningB2Can present their ideas in a group and pose questions that invite reactions from other group members’ perspectives.
947Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningB2Can consider two different sides of an issue, giving arguments for and against, and propose a solution or compromise.
948Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningB1+Can organise the work in a straightforward collaborative task by stating the aim and explaining in a simple manner the main issue that needs to be resolved.
949Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningB1+Can use questions, comments and simple reformulations to maintain the focus of a discussion.
950Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningB1Can ask a group member to give the reason(s) for their views.
951Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningB1Can repeat part of what someone has said to confirm mutual understanding and help keep the development of ideas on course.
952Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningA2+Can ensure that the person they are addressing understands what they mean by asking appropriate questions.
953Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningA2Can make simple remarks and pose occasional questions to indicate that they are following.
954Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningA2Can make suggestions in a simple way.
955Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningA1Can express an idea and ask what others think, using very simple words/signs and phrases, provided they can prepare in advance.
956Communicative language activitiesMediationMediating conceptsCollaborating to construct meaningPre-A1No descriptors available
957Communicative language activitiesMediationMediating conceptsManaging interactionC2Can take on different roles according to the needs of the participants and requirements of the activity (resource person, mediator, supervisor, etc.) and provide appropriate individualised support.
958Communicative language activitiesMediationMediating conceptsManaging interactionC2Can recognise undercurrents in interaction and take appropriate steps to guide the direction of discussion.
959Communicative language activitiesMediationMediating conceptsManaging interactionC1Can organise a varied and balanced sequence of plenary, group and individual work, ensuring smooth transitions between the phases.
960Communicative language activitiesMediationMediating conceptsManaging interactionC1Can intervene diplomatically in order to redirect discussion, prevent one person dominating or confront disruptive behaviour.
961Communicative language activitiesMediationMediating conceptsManaging interactionB2+Can organise and manage collaborative group work efficiently.
962Communicative language activitiesMediationMediating conceptsManaging interactionB2+Can monitor individual and group work non-intrusively, intervening to set a group back on task or to ensure even participation.
963Communicative language activitiesMediationMediating conceptsManaging interactionB2+Can intervene supportively in order to focus people’s attention on aspects of the task by asking targeted questions and inviting suggestions.
964Communicative language activitiesMediationMediating conceptsManaging interactionB2Can explain the different roles of participants in the collaborative process, giving clear instructions for group work.
965Communicative language activitiesMediationMediating conceptsManaging interactionB2Can explain ground rules of collaborative discussion in small groups that involves problem solving or the evaluation of alternative proposals.
966Communicative language activitiesMediationMediating conceptsManaging interactionB2Can intervene when necessary to set a group back on task with new instructions or to encourage more even participation.
967Communicative language activitiesMediationMediating conceptsManaging interactionB1+Can allocate turns in a discussion, inviting a participant to express their views.
968Communicative language activitiesMediationMediating conceptsManaging interactionB1Can give simple, clear instructions to organise an activity.
969Communicative language activitiesMediationMediating conceptsManaging interactionA2Can give very simple instructions to a co-operative group, given some help with formulation when necessary.
970Communicative language activitiesMediationMediating conceptsManaging interactionA1No descriptors available
971Communicative language activitiesMediationMediating conceptsManaging interactionPre-A1No descriptors available
972Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkC2Can effectively lead the development of ideas in a discussion of complex abstract topics, giving direction by targeting questions and encouraging others to elaborate on their reasoning.
973Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkC1Can ask a series of open questions that build on different contributions in order to stimulate logical reasoning (e.g. hypothesising, inferring, analysing, justifying and predicting).
974Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkB2+Can encourage members of a group to describe and elaborate on their thinking.
975Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkB2+Can encourage members of a group to build on one another’s information and ideas to come up with a concept or solution.
976Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkB2Can formulate questions and feedback to encourage people to expand on their thinking and justify or clarify their opinions.
977Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkB2Can build on people’s ideas and link them into coherent lines of thinking.
978Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkB2Can ask people to explain how an idea fits with the main topic under discussion.
979Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkB1+Can ask people to elaborate on specific points they made in their initial explanation.
980Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkB1+Can ask appropriate questions to check understanding of concepts that have been explained.
981Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkB1+Can ask questions to invite people to clarify their reasoning.
982Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkB1Can ask why someone thinks something, or how they think something would work.
983Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkA2Can ask what somebody thinks of a certain idea.
984Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkA1Can use simple isolated words/signs and non-verbal signals to show interest in an idea.
985Communicative language activitiesMediationMediating conceptsEncouraging conceptual talkPre-A1No descriptors available
986Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceC2Can mediate effectively and naturally between members of their own and other communities, taking account of sociocultural and sociolinguistic differences.
987Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceC2Can guide a sensitive discussion effectively, identifying nuances and undercurrents.
988Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceC1Can act as a mediator in intercultural encounters, contributing to a shared communication culture by managing ambiguity, offering advice and support, and heading off misunderstandings.
989Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceC1Can anticipate how people might misunderstand what has been said or written and can help maintain positive interaction by commenting on and interpreting different cultural perspectives on the issue concerned.
990Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceB2+Can exploit knowledge of sociocultural conventions in order to establish a consensus on how to proceed in a particular situation that is unfamiliar to everyone involved.
991Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceB2+Can, in intercultural encounters, demonstrate appreciation of perspectives other than that of their own worldview, and express themselves in a way appropriate to the context.
992Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceB2+Can clarify misunderstandings and misinterpretations during intercultural encounters, suggesting how things were actually meant in order to clear the air and move the discussion forward.
993Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceB2Can encourage a shared communication culture by expressing understanding and appreciation of different ideas, feelings and viewpoints, and inviting participants to contribute and react to each other’s ideas.
994Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceB2Can work collaboratively with people who have different cultural orientations, discussing similarities and differences in views and perspectives.
995Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceB2Can, when collaborating with people from other cultures, adapt the way they work in order to create shared procedures.
996Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceB1+Can support communication across cultures by initiating conversation, showing interest and empathy by asking and answering simple questions, and expressing agreement and understanding.
997Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceB1+Can act in a supportive manner in intercultural encounters, recognising the feelings and different worldviews of other members of the group.
998Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceB1Can support an intercultural exchange using a limited repertoire to introduce people from different cultural backgrounds and to ask and answer questions, showing awareness that some questions may be perceived differently in the cultures concerned.
999Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceB1Can help develop a shared communication culture, by exchanging information in a simple way about values and attitudes to language and culture.
1000Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceA2Can contribute to an intercultural exchange, using simple words/signs to ask people to explain things and to get clarification of what they say, while exploiting a limited repertoire to express agreement, to invite, to thank, etc.
1001Communicative language activitiesMediationMediating communicationFacilitating pluricultural spaceA1Can facilitate an intercultural exchange by showing a welcoming attitude and interest with simple words/signs and non-verbal signals, by inviting others to contribute, and by indicating whether they understand when addressed directly.
1002Communicative language activitiesMediationMediating communicationFacilitating pluricultural spacePre-A1No descriptors available
1003Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)C2Can communicate in a clear, fluent, well-structured way (in Language B) the sense of what is said (in Language A) on a wide range of general and specialised topics, maintaining appropriate style and register, conveying finer shades of meaning and elaborating on sociocultural implications.
1004Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)C1Can communicate fluently (in Language B) the sense of what is said (in Language A) on a wide range of subjects of personal, academic and professional interest, conveying significant information clearly and concisely as well as explaining cultural references.
1005Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)B2+Can mediate (between Language A and Language B) conveying detailed information, drawing the attention of both sides to background information and sociocultural cues, and posing clarification and follow-up questions or statements as necessary.
1006Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)B2Can communicate (in Language B) the sense of what is said in a welcome address, anecdote or presentation in their field (given in Language A), interpreting cultural cues appropriately and giving additional explanations when necessary, provided the presenter stops frequently in order to allow time for them to do so.
1007Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)B2Can communicate (in Language B) the sense of what is said (in Language A) on subjects within their fields of interest, conveying and when necessary explaining the significance of important statements and viewpoints, provided the interlocutors give clarifications if needed.
1008Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)B1+Can communicate (in Language B) the main sense of what is said (in Language A) on subjects within their fields of interest, conveying straightforward factual information and explicit cultural references, provided they can prepare beforehand and that the interlocutors articulate clearly in everyday language.
1009Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)B1Can communicate (in Language B) the main sense of what is said (in Language A) on subjects of personal interest, while following important politeness conventions, provided the interlocutors articulate clearly and they can ask for clarification and pause to plan how to express things.
1010Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)A2+Can communicate (in Language B) the overall sense of what is said (in Language A) in everyday situations, following basic cultural conventions and conveying the essential information, provided this is articulated clearly and they can ask for repetition and clarification.
1011Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)A2Can communicate (in Language B) the main point of what is said (in Language A) in predictable everyday situations, conveying back and forth information about personal wants and needs, provided other people help with formulation.
1012Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)A1Can communicate (in Language B) other people’s personal details and very simple, predictable information (in Language A), provided other people help with formulation.
1013Communicative language activitiesMediationMediating communicationActing as an intermediary in informal situations (with friends and colleagues)Pre-A1No descriptors available
1014Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsC2Can deal tactfully with a disruptive participant, framing any remarks diplomatically in relation to the situation and cultural perceptions.
1015Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsC2Can confidently take a firm but diplomatic stance over an issue of principle, while showing respect for the viewpoints of others.
1016Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsC1Can demonstrate sensitivity to different viewpoints, using repetition and paraphrase to demonstrate a detailed understanding of each party’s requirements for an agreement.
1017Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsC1Can formulate a diplomatic request to each side in a disagreement to determine what is central to their position, and what they may be willing to give up under certain circumstances.
1018Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsC1Can use persuasive language to suggest that parties in disagreement shift towards a new position.
1019Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsB2+Can elicit possible solutions from parties in disagreement in order to help them to reach consensus, formulating open-ended, neutral questions to minimise embarrassment or offence.
1020Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsB2+Can help the parties in a disagreement better understand each other by restating and reframing their positions more clearly and by prioritising needs and goals.
1021Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsB2+Can formulate a clear and accurate summary of what has been agreed and what is expected from each of the parties.
1022Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsB2Can, by asking questions, identify areas of common ground and invite each side to highlight possible solutions.
1023Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsB2Can outline the main points in a disagreement with reasonable precision and explain the positions of the parties involved.
1024Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsB2Can summarise the statements made by the two sides, highlighting areas of agreement and obstacles to agreement.
1025Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsB1+Can ask parties in a disagreement to explain their point of view, and can respond briefly to their explanations, provided the topic is familiar to them and the parties express themselves clearly.
1026Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsB1Can demonstrate their understanding of the key issues in a disagreement on a topic familiar to them and make simple requests for confirmation and/or clarification.
1027Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsA2Can recognise when people disagree or when difficulties occur in interaction and adapt memorised, simple phrases to seek compromise and agreement.
1028Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsA1Can recognise when people disagree or when someone has a problem and can use memorised, simple expressions (e.g. “I understand” or “Are you okay?”) to indicate sympathy.
1029Communicative language activitiesMediationMediating communicationFacilitating communication in delicate situations and disagreementsPre-A1No descriptors available
1030Communicative language strategiesMediationStrategies to explain a new conceptLinking to previous knowledgeC2Can introduce complex concepts (e.g. scientific notions) by providing extended definitions and explanations that draw on previous knowledge that can be assumed.
1031Communicative language strategiesMediationStrategies to explain a new conceptLinking to previous knowledgeC1Can spontaneously pose a series of questions to encourage people to think about their prior knowledge of an abstract issue and to help them establish a link to what is going to be explained.
1032Communicative language strategiesMediationStrategies to explain a new conceptLinking to previous knowledgeB2+Can clearly explain the connections between the goals of the session and the personal or professional interests and experiences of the participant(s).
1033Communicative language strategiesMediationStrategies to explain a new conceptLinking to previous knowledgeB2Can formulate questions and give feedback to encourage people to make connections to previous knowledge and experiences.
1034Communicative language strategiesMediationStrategies to explain a new conceptLinking to previous knowledgeB2Can explain a new concept or procedure by comparing and contrasting it to one that people are already familiar with.
1035Communicative language strategiesMediationStrategies to explain a new conceptLinking to previous knowledgeB1+Can explain how something works by providing examples that draw on people’s everyday experiences.
1036Communicative language strategiesMediationStrategies to explain a new conceptLinking to previous knowledgeB1Can show how new information is related to what people are familiar with by asking simple questions.
1037Communicative language strategiesMediationStrategies to explain a new conceptLinking to previous knowledgeA2No descriptors available
1038Communicative language strategiesMediationStrategies to explain a new conceptLinking to previous knowledgeA1No descriptors available
1039Communicative language strategiesMediationStrategies to explain a new conceptLinking to previous knowledgePre-A1No descriptors available
1040Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageC2Can adapt the language of a very wide range of texts in order to present the main content in a register and degree of sophistication and detail appropriate to the audience concerned.
1041Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageC1Can explain technical terminology and difficult concepts when communicating with non-experts about matters within their own field of specialisation.
1042Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageC1Can adapt their language (e.g. syntax, idiomaticity, jargon) in order to make a complex specialist topic accessible to recipients who are not familiar with it.
1043Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageC1Can paraphrase and interpret complex, technical texts, using suitably non-technical language for a recipient who does not have specialist knowledge.
1044Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageB2+Can explain technical topics within their field, using suitably non-technical language for a recipient who does not have specialist knowledge.
1045Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageB2+Can make a specific, complex piece of information in their field clearer and more explicit for others by paraphrasing it in simpler language.
1046Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageB2Can make accessible for others the main contents of a text on a subject of interest (e.g. an essay, a forum discussion, a presentation) by paraphrasing in simpler language.
1047Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageB1+Can paraphrase more simply the main points made in short, straightforward texts on familiar subjects (e.g. short magazine articles, interviews) to make the contents accessible for others.
1048Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageB1Can paraphrase short passages in a simple fashion, using the original order of the text.
1049Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageA2Can repeat the main point of a simple message on an everyday subject, using different formulation to help someone else understand it.
1050Communicative language strategiesMediationStrategies to explain a new conceptAdapting languageA1No descriptors available
1051Communicative language strategiesMediationStrategies to explain a new conceptAdapting languagePre-A1No descriptors available
1052Communicative language strategiesMediationStrategies to explain a new conceptBreaking down complicated informationC2Can facilitate understanding of a complex issue by explaining the relationship of parts to the whole and encourage different ways of approaching it.
1053Communicative language strategiesMediationStrategies to explain a new conceptBreaking down complicated informationC1Can facilitate understanding of a complex issue by highlighting and categorising the main points, presenting them in a logically connected pattern, and reinforcing the message by repeating the key aspects in different ways.
1054Communicative language strategiesMediationStrategies to explain a new conceptBreaking down complicated informationB2+Can make a complicated issue easier to understand by presenting the components of the argument separately.
1055Communicative language strategiesMediationStrategies to explain a new conceptBreaking down complicated informationB2Can make a complicated process easier to understand by breaking it down into a series of smaller steps.
1056Communicative language strategiesMediationStrategies to explain a new conceptBreaking down complicated informationB1+Can make a short instructional or informational text easier to understand by presenting it as a list of separate points.
1057Communicative language strategiesMediationStrategies to explain a new conceptBreaking down complicated informationB1Can make a set of instructions easier to understand by repeating them slowly, a few words/signs at a time, employing verbal and non-verbal emphasis to facilitate understanding.
1058Communicative language strategiesMediationStrategies to explain a new conceptBreaking down complicated informationA2No descriptors available
1059Communicative language strategiesMediationStrategies to explain a new conceptBreaking down complicated informationA1No descriptors available
1060Communicative language strategiesMediationStrategies to explain a new conceptBreaking down complicated informationPre-A1No descriptors available
1061Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textC2Can elucidate the information given in texts on complex academic or professional topics by elaborating and providing examples.
1062Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textC1Can make complex, challenging content more accessible by explaining difficult aspects more explicitly and adding helpful detail.
1063Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textC1Can make the main points contained in a complex text more accessible to the target audience by adding redundancy, explaining, and modifying style and register.
1064Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textB2+Can make the content of a text on a subject in their fields of interest more accessible to a target audience by adding examples, reasoning and explanatory comments.
1065Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textB2Can make concepts on subjects in their fields of interest more accessible by giving concrete examples, recapitulating step by step and repeating the main points.
1066Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textB2Can make new information more accessible by using repetition and adding illustrations.
1067Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textB1+Can make an aspect of an everyday topic clearer and more explicit by conveying the main information in another way.
1068Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textB1Can make an aspect of an everyday topic clearer by providing simple examples.
1069Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textA2No descriptors available
1070Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textA1No descriptors available
1071Communicative language strategiesMediationStrategies to simplify a textAmplifying a dense textPre-A1No descriptors available
1072Communicative language strategiesMediationStrategies to simplify a textStreamlining a textC2Can redraft a complex source text, improving coherence, cohesion and the flow of an argument, while removing sections unnecessary for its purpose.
1073Communicative language strategiesMediationStrategies to simplify a textStreamlining a textC1Can reorganise a complex source text in order to focus on the points of most relevance to the target audience.
1074Communicative language strategiesMediationStrategies to simplify a textStreamlining a textB2+Can simplify a source text by excluding non-relevant or repetitive information and taking into consideration the intended audience.
1075Communicative language strategiesMediationStrategies to simplify a textStreamlining a textB2Can edit a source text by deleting the parts that do not add new information that is relevant for a given audience in order to make the significant content more accessible for them.
1076Communicative language strategiesMediationStrategies to simplify a textStreamlining a textB2Can identify related or repeated information in different parts of a text and merge it in order to make the essential message clearer.
1077Communicative language strategiesMediationStrategies to simplify a textStreamlining a textB1Can identify and mark (e.g. underline, highlight) the essential information in a straightforward, informational text, in order to pass this information on to someone else.
1078Communicative language strategiesMediationStrategies to simplify a textStreamlining a textA2Can identify and mark (e.g. underline, highlight) the key sentences in a short everyday text.
1079Communicative language strategiesMediationStrategies to simplify a textStreamlining a textA1No descriptors available
1080Communicative language strategiesMediationStrategies to simplify a textStreamlining a textPre-A1No descriptors available
1081Plurilingual and pluricultural competenceBuilding on pluricultural repertoireC2Can initiate and control their actions and forms of expression according to context, showing awareness of cultural differences and making subtle adjustments in order to prevent and/or repair misunderstandings and cultural incidents.
1082Plurilingual and pluricultural competenceBuilding on pluricultural repertoireC1Can identify differences in sociolinguistic/-pragmatic conventions, critically reflect on them and adjust their communication accordingly.
1083Plurilingual and pluricultural competenceBuilding on pluricultural repertoireC1Can sensitively explain the background to and interpret and discuss aspects of cultural values and practices drawing on intercultural encounters, reading, film, etc.
1084Plurilingual and pluricultural competenceBuilding on pluricultural repertoireC1Can deal with ambiguity in cross-cultural communication and express their reactions constructively and culturally appropriately in order to bring clarity.
1085Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB2**Can describe and evaluate the viewpoints and practices of their own and other social groups, showing awareness of the implicit values on which judgments and prejudices are frequently based.
1086Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB2**Can explain their interpretation of the cultural assumptions, preconceptions, stereotypes and prejudices of their own community and of other communities that they are familiar with.
1087Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB2**Can interpret and explain a document or event from another culture and relate it to documents or events from their own culture(s) and/or from cultures with which they are familiar.
1088Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB2**Can discuss the objectivity and balance of information and opinions expressed in the media about their own and other communities.
1089Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB2Can identify and reflect on similarities and differences in culturally determined behavioural patterns (e.g. gestures and speech volume or, for sign languages, sign size) and discuss their significance in order to negotiate mutual understanding.
1090Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB2Can, in an intercultural encounter, recognise that what one normally takes for granted in a particular situation is not necessarily shared by others, and can react and express themselves appropriately.
1091Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB2Can generally interpret cultural cues appropriately in the culture concerned.
1092Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB2Can reflect on and explain particular ways of communicating in their own and other cultures, and the risks of misunderstanding they generate.
1093Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB1Can generally act according to conventions regarding posture, eye contact and distance from others.
1094Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB1Can generally respond appropriately to the most commonly used cultural cues.
1095Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB1Can explain features of their own culture to members of another culture or explain features of the other culture to members of their own culture.
1096Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB1Can explain in simple terms how their own values and behaviours influence their views of other people’s values and behaviours.
1097Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB1Can discuss in simple terms the way in which things that may look “strange” to them in another sociocultural context may well be “normal” for the other people concerned.
1098Plurilingual and pluricultural competenceBuilding on pluricultural repertoireB1Can discuss in simple terms the way their own culturally determined actions may be perceived differently by people from other cultures.
1099Plurilingual and pluricultural competenceBuilding on pluricultural repertoireA2Can recognise and apply basic cultural conventions associated with everyday social exchanges (e.g. different greetings, rituals).
1100Plurilingual and pluricultural competenceBuilding on pluricultural repertoireA2Can act appropriately in everyday greetings, farewells and expressions of thanks and apology, although they have difficulty coping with any departure from the routine.
1101Plurilingual and pluricultural competenceBuilding on pluricultural repertoireA2Can recognise that their behaviour in an everyday transaction may convey a message different from the one they intend, and can try to explain this simply.
1102Plurilingual and pluricultural competenceBuilding on pluricultural repertoireA2Can recognise when difficulties occur in interaction with members of other cultures, even though they may not be sure how to behave in the situation.
1103Plurilingual and pluricultural competenceBuilding on pluricultural repertoireA1Can recognise differing ways of numbering, measuring distance, telling the time, etc. even though they may have difficulty applying this in even simple everyday transactions of a concrete type.
1104Plurilingual and pluricultural competenceBuilding on pluricultural repertoirePre-A1No descriptors available
1105Plurilingual and pluricultural competencePlurilingual comprehensionC2No descriptors available; see B2
1106Plurilingual and pluricultural competencePlurilingual comprehensionC1No descriptors available; see B2
1107Plurilingual and pluricultural competencePlurilingual comprehensionB2Can use their knowledge of contrasting genre conventions and textual patterns in languages in their plurilingual repertoire in order to support comprehension.
1108Plurilingual and pluricultural competencePlurilingual comprehensionB1Can use what they have understood in one language to understand the topic and main message of a text in another language (e.g. when reading short newspaper articles in different languages on the same theme).
1109Plurilingual and pluricultural competencePlurilingual comprehensionB1Can use parallel translations of texts (e.g. magazine articles, stories, passages from novels) to develop comprehension in different languages.
1110Plurilingual and pluricultural competencePlurilingual comprehensionB1Can deduce the message of a text by exploiting what they have understood from texts on the same theme in different languages (e.g. news in brief, museum brochures, online reviews).
1111Plurilingual and pluricultural competencePlurilingual comprehensionB1Can extract information from documents in different languages in their field (e.g. to include in a presentation).
1112Plurilingual and pluricultural competencePlurilingual comprehensionB1Can recognise similarities and contrasts between the way concepts are expressed in different languages, in order to distinguish between identical uses of the same word/sign and “false friends”.
1113Plurilingual and pluricultural competencePlurilingual comprehensionB1Can use their knowledge of contrasting grammatical structures and functional expressions of languages in their plurilingual repertoire in order to support comprehension.
1114Plurilingual and pluricultural competencePlurilingual comprehensionA2Can understand short, clearly articulated announcements by piecing together what they understand from the available versions in different languages.
1115Plurilingual and pluricultural competencePlurilingual comprehensionA2Can understand short, clearly expressed messages and instructions by piecing together what they understand from the versions in different languages.
1116Plurilingual and pluricultural competencePlurilingual comprehensionA2Can use simple warnings, instructions and product information given in parallel in different languages to find relevant information.
1117Plurilingual and pluricultural competencePlurilingual comprehensionA1Can recognise internationalisms and words/signs common to different languages (e.g. haus/hus/house) to: deduce the meaning of simple signs and notices; identify the probable message of a short, simple text; follow in outline short, simple social exchanges conducted very slowly and clearly in their presence; deduce what people are trying to say directly to them, provided the articulation is very slow and clear, with repetition if necessary.
1118Plurilingual and pluricultural competencePlurilingual comprehensionPre-A1No descriptors available
1119Plurilingual and pluricultural competenceBuilding on plurilingual repertoireC2Can interact in a multilingual context on abstract and specialised topics by alternating flexibly between languages in their plurilingual repertoire and if necessary explaining the different contributions made.
1120Plurilingual and pluricultural competenceBuilding on plurilingual repertoireC2Can explore similarities and differences between metaphors and other figures of speech in the languages in their plurilingual repertoire, either for rhetorical effect or for fun.
1121Plurilingual and pluricultural competenceBuilding on plurilingual repertoireC1Can alternate between languages flexibly to facilitate communication in a multilingual context, summarising and glossing in different languages in their plurilingual repertoire contributions to the discussion and texts referred to.
1122Plurilingual and pluricultural competenceBuilding on plurilingual repertoireC1Can participate effectively in a conversation in two or more languages in their plurilingual repertoire, adjusting to the changes of language and catering to the needs and linguistic skills of the interlocutors.
1123Plurilingual and pluricultural competenceBuilding on plurilingual repertoireC1Can use and explain specialised terminology from another language in their plurilingual repertoire more familiar to the interlocutor(s), in order to improve understanding in a discussion of abstract and specialised topics.
1124Plurilingual and pluricultural competenceBuilding on plurilingual repertoireC1Can respond spontaneously and flexibly in the appropriate language when someone else changes to another language in their plurilingual repertoire.
1125Plurilingual and pluricultural competenceBuilding on plurilingual repertoireC1Can support comprehension and discussion of a text spoken, signed or written in one language by explaining, summarising, clarifying and expanding it in another language in their plurilingual repertoire.
1126Plurilingual and pluricultural competenceBuilding on plurilingual repertoireB2**Can recognise the extent to which it is appropriate to make flexible use of different languages in their plurilingual repertoire in a specific situation, in order to increase the efficiency of communication.
1127Plurilingual and pluricultural competenceBuilding on plurilingual repertoireB2**Can alternate efficiently between languages in their plurilingual repertoire in order to facilitate comprehension with and between third parties who lack a common language.
1128Plurilingual and pluricultural competenceBuilding on plurilingual repertoireB2**Can introduce into an utterance an expression from another language in their plurilingual repertoire that is particularly apt for the situation/concept being discussed, explaining it for the interlocutor when necessary.
1129Plurilingual and pluricultural competenceBuilding on plurilingual repertoireB2Can alternate between languages in their plurilingual repertoire in order to communicate specialised information and issues on a subject in their field of interest to different interlocutors.
1130Plurilingual and pluricultural competenceBuilding on plurilingual repertoireB2Can make use of different languages in their plurilingual repertoire during collaborative interaction, in order to clarify the nature of a task, the main steps, the decisions to be taken and the outcomes expected.
1131Plurilingual and pluricultural competenceBuilding on plurilingual repertoireB2Can make use of different languages in their plurilingual repertoire to encourage other people to use the language in which they feel more comfortable
1132Plurilingual and pluricultural competenceBuilding on plurilingual repertoireB1Can exploit creatively their limited repertoire in different languages in their plurilingual repertoire for everyday contexts, in order to cope with an unexpected situation.
1133Plurilingual and pluricultural competenceBuilding on plurilingual repertoireA2Can mobilise their limited repertoire in different languages in order to explain a problem or to ask for help or clarification.
1134Plurilingual and pluricultural competenceBuilding on plurilingual repertoireA2Can use simple words/signs and phrases from different languages in their plurilingual repertoire to conduct a simple, practical transaction or information exchange.
1135Plurilingual and pluricultural competenceBuilding on plurilingual repertoireA2Can use a simple word/sign from another language in their plurilingual repertoire to make themselves understood in a routine everyday situation, when they cannot think of an adequate expression in the language being used.
1136Plurilingual and pluricultural competenceBuilding on plurilingual repertoireA1Can use a very limited repertoire in different languages to conduct a very basic, concrete, everyday transaction with a collaborative interlocutor.
1137Plurilingual and pluricultural competenceBuilding on plurilingual repertoirePre-A1No descriptors available
1138Communicative language competencesLinguistic competenceGeneral linguistic rangeC2Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity. No signs of having to restrict what they want to say.
1139Communicative language competencesLinguistic competenceGeneral linguistic rangeC1Can use a broad range of complex grammatical structures appropriately and with considerable flexibility.
1140Communicative language competencesLinguistic competenceGeneral linguistic rangeC1Can select an appropriate formulation from a broad range of language to express themselves clearly, without having to restrict what they want to say.
1141Communicative language competencesLinguistic competenceGeneral linguistic rangeB2+Can express themselves clearly without much sign of having to restrict what they want to say.
1142Communicative language competencesLinguistic competenceGeneral linguistic rangeB2Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words/signs, using some complex sentence forms to do so.
1143Communicative language competencesLinguistic competenceGeneral linguistic rangeB1+Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and film.
1144Communicative language competencesLinguistic competenceGeneral linguistic rangeB1Has enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel and current events, but lexical limitations cause repetition and even difficulty with formulation at times.
1145Communicative language competencesLinguistic competenceGeneral linguistic rangeA2+Has a repertoire of basic language which enables them to deal with everyday situations with predictable content, though they will generally have to compromise the message and search for words/signs.
1146Communicative language competencesLinguistic competenceGeneral linguistic rangeA2Can produce brief, everyday expressions in order to satisfy simple needs of a concrete type (e.g. personal details, daily routines, wants and needs, requests for information).
1147Communicative language competencesLinguistic competenceGeneral linguistic rangeA2Can use basic sentence patterns and communicate with memorised phrases, groups of a few words/signs and formulae about themselves and other people, what they do, places, possessions, etc.
1148Communicative language competencesLinguistic competenceGeneral linguistic rangeA2Has a limited repertoire of short, memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations.
1149Communicative language competencesLinguistic competenceGeneral linguistic rangeA1Has a very basic range of simple expressions about personal details and needs of a concrete type.
1150Communicative language competencesLinguistic competenceGeneral linguistic rangeA1Can use some basic structures in one-clause sentences with some omission or reduction of elements.
1151Communicative language competencesLinguistic competenceGeneral linguistic rangePre-A1Can use isolated words/signs and basic expressions in order to give simple information about themselves.
1152Communicative language competencesLinguistic competenceVocabulary rangeC2Has a good command of a very broad lexical repertoire including idiomatic expressions and colloquialisms; shows awareness of connotative levels of meaning.
1153Communicative language competencesLinguistic competenceVocabulary rangeC1Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions; little obvious searching for expressions or avoidance strategies.
1154Communicative language competencesLinguistic competenceVocabulary rangeC1Can select from several vocabulary options in almost all situations by exploiting synonyms of even words/signs less commonly encountered.
1155Communicative language competencesLinguistic competenceVocabulary rangeC1Has a good command of common idiomatic expressions and colloquialisms; can play with words/signs fairly well.
1156Communicative language competencesLinguistic competenceVocabulary rangeC1Can understand and use appropriately the range of technical vocabulary and idiomatic expressions common to their area of specialisation.
1157Communicative language competencesLinguistic competenceVocabulary rangeB2+Can understand and use the main technical terminology of their field, when discussing their area of specialisation with other specialists.
1158Communicative language competencesLinguistic competenceVocabulary rangeB2Has a good range of vocabulary for matters connected to their field and most general topics.
1159Communicative language competencesLinguistic competenceVocabulary rangeB2Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.
1160Communicative language competencesLinguistic competenceVocabulary rangeB2Can produce appropriate collocations of many words/signs in most contexts fairly systematically.
1161Communicative language competencesLinguistic competenceVocabulary rangeB2Can understand and use much of the specialist vocabulary of their field but has problems with specialist terminology outside it.
1162Communicative language competencesLinguistic competenceVocabulary rangeB1Has a good range of vocabulary related to familiar topics and everyday situations.
1163Communicative language competencesLinguistic competenceVocabulary rangeB1Has sufficient vocabulary to express themselves with some circumlocutions on most topics pertinent to their everyday life such as family, hobbies and interests, work, travel and current events.
1164Communicative language competencesLinguistic competenceVocabulary rangeA2+Has sufficient vocabulary to conduct routine everyday transactions involving familiar situations and topics.
1165Communicative language competencesLinguistic competenceVocabulary rangeA2Has sufficient vocabulary for the expression of basic communicative needs.
1166Communicative language competencesLinguistic competenceVocabulary rangeA2Has sufficient vocabulary for coping with simple survival needs.
1167Communicative language competencesLinguistic competenceVocabulary rangeA1Has a basic vocabulary repertoire of words/signs and phrases related to particular concrete situations.
1168Communicative language competencesLinguistic competenceVocabulary rangePre-A1No descriptors available
1169Communicative language competencesLinguistic competenceGrammatical accuracyC2Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others’ reactions).
1170Communicative language competencesLinguistic competenceGrammatical accuracyC1Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot.
1171Communicative language competencesLinguistic competenceGrammatical accuracyB2+Good grammatical control; occasional “slips” or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect.
1172Communicative language competencesLinguistic competenceGrammatical accuracyB2Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding.
1173Communicative language competencesLinguistic competenceGrammatical accuracyB2Has a good command of simple language structures and some complex grammatical forms, although they tend to use complex structures rigidly with some inaccuracy.
1174Communicative language competencesLinguistic competenceGrammatical accuracyB1+Communicates with reasonable accuracy in familiar contexts; generally good control, though with noticeable mother-tongue influence. Errors occur, but it is clear what they are trying to express.
1175Communicative language competencesLinguistic competenceGrammatical accuracyB1Uses reasonably accurately a repertoire of frequently used “routines” and patterns associated with more predictable situations.
1176Communicative language competencesLinguistic competenceGrammatical accuracyA2Uses some simple structures correctly, but still systematically makes basic mistakes; nevertheless, it is usually clear what they are trying to say.
1177Communicative language competencesLinguistic competenceGrammatical accuracyA1Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
1178Communicative language competencesLinguistic competenceGrammatical accuracyPre-A1Can employ very simple principles of word/sign order in short statements.
1179Communicative language competencesLinguistic competenceVocabulary controlC2Consistently correct and appropriate use of vocabulary.
1180Communicative language competencesLinguistic competenceVocabulary controlC1Uses less common vocabulary idiomatically and appropriately.
1181Communicative language competencesLinguistic competenceVocabulary controlC1Occasional minor slips, but no significant vocabulary errors.
1182Communicative language competencesLinguistic competenceVocabulary controlB2Lexical accuracy is generally high, though some confusion and incorrect word/sign choice does occur without hindering communication.
1183Communicative language competencesLinguistic competenceVocabulary controlB1Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations.
1184Communicative language competencesLinguistic competenceVocabulary controlB1Uses a wide range of simple vocabulary appropriately when discussing familiar topics.
1185Communicative language competencesLinguistic competenceVocabulary controlA2Can control a narrow repertoire dealing with concrete, everyday needs.
1186Communicative language competencesLinguistic competenceVocabulary controlA1No descriptors available
1187Communicative language competencesLinguistic competenceVocabulary controlPre-A1No descriptors available
1188Communicative language competencesLinguistic competenceOverall phonological controlC2Can employ the full range of phonological features in the target language with a high level of control – including prosodic features such as word and sentence stress, rhythm and intonation – so that the finer points of their message are clear and precise. Intelligibility and effective conveyance and enhancement of meaning are not affected in any way by features of accent that may be retained from other language(s).
1189Communicative language competencesLinguistic competenceOverall phonological controlC1Can employ the full range of phonological features in the target language with sufficient control to ensure intelligibility throughout. Can articulate virtually all the sounds of the target language; some features of accent(s) retained from other language(s) may be noticeable, but they do not affect intelligibility.
1190Communicative language competencesLinguistic competenceOverall phonological controlB2Can generally use appropriate intonation, place stress correctly and articulate individual sounds clearly; accent tends to be influenced by the other language(s) they speak, but has little or no effect on intelligibility.
1191Communicative language competencesLinguistic competenceOverall phonological controlB1Pronunciation is generally intelligible; intonation and stress at both utterance and word levels do not prevent understanding of the message. Accent is usually influenced by the other language(s) they speak.
1192Communicative language competencesLinguistic competenceOverall phonological controlA2Pronunciation is generally clear enough to be understood, but conversational partners will need to ask for repetition from time to time. A strong influence from the other language(s) they speak on stress, rhythm and intonation may affect intelligibility, requiring collaboration from interlocutors. Nevertheless, pronunciation of familiar words is clear.
1193Communicative language competencesLinguistic competenceOverall phonological controlA1Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by interlocutors used to dealing with speakers of the language group. Can reproduce correctly a limited range of sounds as well as stress for simple, familiar words and phrases.
1194Communicative language competencesLinguistic competenceSound articulation C2Can articulate virtually all the sounds of the target language with clarity and precision.
1195Communicative language competencesLinguistic competenceSound articulation C1Can articulate virtually all the sounds of the target language with a high degree of control. They can usually self-correct if they noticeably mispronounce a sound.
1196Communicative language competencesLinguistic competenceSound articulation B2Can articulate a high proportion of the sounds in the target language clearly in extended stretches of production; is intelligible throughout, despite a few systematic mispronunciations.
1197Communicative language competencesLinguistic competenceSound articulation B2Can generalise from their repertoire to predict the phonological features of most unfamiliar words (e.g. word stress) with reasonable accuracy (e.g. while reading).
1198Communicative language competencesLinguistic competenceSound articulation B1Is generally intelligible throughout, despite regular mispronunciation of individual sounds and words they are less familiar with.
1199Communicative language competencesLinguistic competenceSound articulation A2Pronunciation is generally intelligible when communicating in simple everyday situations, provided the interlocutor makes an effort to understand specific sounds.
1200Communicative language competencesLinguistic competenceSound articulation A2Systematic mispronunciation of phonemes does not hinder intelligibility, provided the interlocutor makes an effort to recognise and adjust to the influence of the speaker’s language background on pronunciation.
1201Communicative language competencesLinguistic competenceSound articulation A1Can reproduce sounds in the target language if carefully guided.
1202Communicative language competencesLinguistic competenceSound articulation A1Can articulate a limited number of sounds, so that speech is only intelligible if the interlocutor provides support (e.g. by repeating correctly and by eliciting repetition of new sounds).
1203Communicative language competencesLinguistic competenceProsodic features C2Can exploit prosodic features (e.g. stress, rhythm and intonation) appropriately and effectively in order to convey finer shades of meaning (e.g. to differentiate and emphasise).
1204Communicative language competencesLinguistic competenceProsodic features C1Can produce smooth, intelligible spoken discourse with only occasional lapses in control of stress, rhythm and/or intonation, which do not affect intelligibility or effectiveness.
1205Communicative language competencesLinguistic competenceProsodic features C1Can vary intonation and place stress correctly in order to express precisely what they mean to say.
1206Communicative language competencesLinguistic competenceProsodic features B2Can employ prosodic features (e.g. stress, intonation, rhythm) to support the message they intend to convey, though with some influence from the other languages they speak.
1207Communicative language competencesLinguistic competenceProsodic features B1Can convey their message in an intelligible way in spite of a strong influence on stress, intonation and/or rhythm from the other language(s) they speak.
1208Communicative language competencesLinguistic competenceProsodic features A2Can use the prosodic features of everyday words and phrases intelligibly, in spite of a strong influence on stress, intonation and/or rhythm from the other language(s) they speak.
1209Communicative language competencesLinguistic competenceProsodic features A2Prosodic features (e.g. word stress) are adequate for familiar everyday words and simple utterances.
1210Communicative language competencesLinguistic competenceProsodic features A1Can use the prosodic features of a limited repertoire of simple words and phrases intelligibly, in spite of a very strong influence on stress, rhythm and/or intonation from the other language(s) they speak; their interlocutor needs to be collaborative.
1211Communicative language competencesLinguistic competenceOrthographic controlC2Writing is orthographically free of error.
1212Communicative language competencesLinguistic competenceOrthographic controlC1Layout, paragraphing and punctuation are consistent and helpful.
1213Communicative language competencesLinguistic competenceOrthographic controlC1Spelling is accurate, apart from occasional slips of the pen.
1214Communicative language competencesLinguistic competenceOrthographic controlB2Can produce clearly intelligible, continuous writing which follows standard layout and paragraphing conventions.
1215Communicative language competencesLinguistic competenceOrthographic controlB2Spelling and punctuation are reasonably accurate but may show signs of mother-tongue influence.
1216Communicative language competencesLinguistic competenceOrthographic controlB1Can produce continuous writing which is generally intelligible throughout.
1217Communicative language competencesLinguistic competenceOrthographic controlB1Spelling, punctuation and layout are accurate enough to be followed most of the time.
1218Communicative language competencesLinguistic competenceOrthographic controlA2Can copy short sentences on everyday subjects, e.g. directions on how to get somewhere.
1219Communicative language competencesLinguistic competenceOrthographic controlA2Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in their oral vocabulary.
1220Communicative language competencesLinguistic competenceOrthographic controlA1Can copy familiar words and short phrases, e.g. simple signs or instructions, names of everyday objects, names of shops, and set phrases used regularly.
1221Communicative language competencesLinguistic competenceOrthographic controlA1Can spell their address, nationality and other personal details.
1222Communicative language competencesLinguistic competenceOrthographic controlA1Can use basic punctuation (e.g. full stops, question marks).
1223Communicative language competencesLinguistic competenceOrthographic controlPre-A1No descriptors available
1224Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessC2Can mediate effectively and naturally between users of the target language and members of their own community, taking account of sociocultural and sociolinguistic differences.
1225Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessC2Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning.
1226Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessC2Appreciates virtually all the sociolinguistic and sociocultural implications of language used by proficient users of the target language and can react accordingly.
1227Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessC2Can effectively employ, both orally and in writing, a wide variety of sophisticated language to command, argue, persuade, dissuade, negotiate and counsel.
1228Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessC1Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts; may, however, need to confirm occasional details, especially if the accent is unfamiliar.
1229Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessC1Can understand humour, irony and implicit cultural references and pick up nuances of meaning.
1230Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessC1Can follow films employing a considerable degree of slang and idiomatic usage.
1231Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessC1Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.
1232Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessC1Can adjust their level of formality (register and style) to suit the social context: formal, informal or colloquial as appropriate, and maintain a consistent register.
1233Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessC1Can frame critical remarks or express strong disagreement diplomatically.
1234Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessB2+Can with some effort keep up with and contribute to group discussions even when talk is fast and colloquial.
1235Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessB2+Can recognise and interpret sociocultural/sociolinguistic cues and consciously modify their linguistic forms of expression in order to express themselves appropriately in the situation.
1236Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessB2+Can express themselves confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned.
1237Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessB2Can adjust their expression to make some distinction between formal and informal registers but may not always do so appropriately.
1238Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessB2Can sustain relationships with users of the target language without unintentionally amusing or irritating them or requiring them to behave other than they would with another proficient user.
1239Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessB2Can express themselves appropriately in situations and avoid crass errors of formulation.
1240Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessB1Can perform and respond to a wide range of language functions, using their most common exponents in a neutral register.
1241Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessB1Is aware of the salient politeness conventions and acts appropriately.
1242Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessB1Is aware of, and looks out for signs of, the most significant differences between the customs, usages, attitudes, values and beliefs prevalent in the community concerned and those of their own community.
1243Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessA2+Can perform and respond to basic language functions, e.g. information exchange and requests, and express opinions and attitudes in a simple way.
1244Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessA2+Can socialise simply but effectively using the simplest common expressions and following basic routines.
1245Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessA2Can handle very short social exchanges, using everyday polite forms of greeting and address.
1246Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessA2Can make and respond to invitations, suggestions, apologies, etc.
1247Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessA1Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry, etc.
1248Communicative language competencesSociolinguistic competenceSociolinguistic appropriatenessPre-A1No descriptors available
1249Communicative language competencesPragmatic competenceFlexibilityC2Shows great flexibility in reformulating ideas in differing linguistic forms to give emphasis, differentiate according to the situation, interlocutor, etc. and to eliminate ambiguity.
1250Communicative language competencesPragmatic competenceFlexibilityC1Can make a positive impact on an intended audience by effectively varying style of expression and sentence length, use of advanced vocabulary and word order.
1251Communicative language competencesPragmatic competenceFlexibilityC1Can modify their expression to express degrees of commitment or hesitation, confidence or uncertainty.
1252Communicative language competencesPragmatic competenceFlexibilityB2+Can adjust what they say and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances.
1253Communicative language competencesPragmatic competenceFlexibilityB2Can adjust to the changes of direction, style and emphasis normally found in conversation.
1254Communicative language competencesPragmatic competenceFlexibilityB2Can vary formulation of what they want to say.
1255Communicative language competencesPragmatic competenceFlexibilityB2Can reformulate an idea to emphasise or explain a point.
1256Communicative language competencesPragmatic competenceFlexibilityB1Can adapt their expression to deal with less routine, even difficult, situations.
1257Communicative language competencesPragmatic competenceFlexibilityB1Can exploit a wide range of simple language flexibly to express much of what they want.
1258Communicative language competencesPragmatic competenceFlexibilityA2Can adapt well-rehearsed, memorised, simple phrases to particular circumstances through limited lexical substitution.
1259Communicative language competencesPragmatic competenceFlexibilityA2Can expand learnt phrases through simple recombinations of their elements.
1260Communicative language competencesPragmatic competenceFlexibilityA1No descriptors available
1261Communicative language competencesPragmatic competenceFlexibilityPre-A1No descriptors available
1262Communicative language competencesPragmatic competenceTurntakingC2No descriptors available; see C1
1263Communicative language competencesPragmatic competenceTurntakingC1Can select a suitable phrase from a readily available range of discourse functions to preface their remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking.
1264Communicative language competencesPragmatic competenceTurntakingB2Can intervene appropriately in discussion, exploiting appropriate language to do so.
1265Communicative language competencesPragmatic competenceTurntakingB2Can initiate, maintain and end discourse appropriately with effective turntaking.
1266Communicative language competencesPragmatic competenceTurntakingB2Can initiate discourse, take their turn when appropriate and end conversation when they need to, though they may not always do this elegantly.
1267Communicative language competencesPragmatic competenceTurntakingB2Can use stock phrases (e.g. “That’s a difficult question to answer”) to gain time and keep the turn whilst formulating what they want to express.
1268Communicative language competencesPragmatic competenceTurntakingB1+Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor.
1269Communicative language competencesPragmatic competenceTurntakingB1Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest.
1270Communicative language competencesPragmatic competenceTurntakingA2+Can use simple techniques to start, maintain or close a short conversation.
1271Communicative language competencesPragmatic competenceTurntakingA2+Can initiate, maintain and close simple, face-to-face conversation.
1272Communicative language competencesPragmatic competenceTurntakingA2Can ask for attention.
1273Communicative language competencesPragmatic competenceTurntakingA1No descriptors available
1274Communicative language competencesPragmatic competenceTurntakingPre-A1No descriptors available
1275Communicative language competencesPragmatic competenceThematic developmentC2Can use the conventions of the type of text concerned with sufficient flexibility to communicate complex ideas in an effective way, holding the target reader’s attention with ease and fulfilling all communicative purposes.
1276Communicative language competencesPragmatic competenceThematic developmentC1Can use the conventions of the type of text concerned to hold the target reader’s attention and communicate complex ideas.
1277Communicative language competencesPragmatic competenceThematic developmentC1Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.
1278Communicative language competencesPragmatic competenceThematic developmentC1Can write a suitable introduction and conclusion to a long, complex text.
1279Communicative language competencesPragmatic competenceThematic developmentC1Can expand and support the main points at some length with subsidiary points, reasons and relevant examples.
1280Communicative language competencesPragmatic competenceThematic developmentB2+Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail.
1281Communicative language competencesPragmatic competenceThematic developmentB2+Can present and respond to complex lines of argument convincingly.
1282Communicative language competencesPragmatic competenceThematic developmentB2Can follow the conventional structure of the communicative task concerned when communicating their ideas.
1283Communicative language competencesPragmatic competenceThematic developmentB2Can develop a clear description or narrative, expanding and supporting their main points with relevant supporting detail and examples.
1284Communicative language competencesPragmatic competenceThematic developmentB2Can develop a clear argument, expanding and supporting their points of view at some length with subsidiary points and relevant examples.
1285Communicative language competencesPragmatic competenceThematic developmentB2Can evaluate the advantages and disadvantages of various options.
1286Communicative language competencesPragmatic competenceThematic developmentB2Can clearly signal the difference between fact and opinion.
1287Communicative language competencesPragmatic competenceThematic developmentB1+Can clearly signal chronological sequence in narrative text.
1288Communicative language competencesPragmatic competenceThematic developmentB1+Can develop an argument well enough to be followed without difficulty most of the time.
1289Communicative language competencesPragmatic competenceThematic developmentB1Shows awareness of the conventional structure of the text type concerned when communicating their ideas.
1290Communicative language competencesPragmatic competenceThematic developmentB1Can reasonably fluently relate a straightforward narrative or description as a sequence of points.
1291Communicative language competencesPragmatic competenceThematic developmentA2+Can tell a story or describe something in a simple list of points.
1292Communicative language competencesPragmatic competenceThematic developmentA2+Can give an example of something in a very simple text using “like” or “for example”.
1293Communicative language competencesPragmatic competenceThematic developmentA2No descriptors available
1294Communicative language competencesPragmatic competenceThematic developmentA1No descriptors available
1295Communicative language competencesPragmatic competenceThematic developmentPre-A1No descriptors available
1296Communicative language competencesPragmatic competenceCoherence and cohesionC2Can create coherent and cohesive text making full and appropriate use of a variety of organisational patterns and a wide range of cohesive devices.
1297Communicative language competencesPragmatic competenceCoherence and cohesionC1Can produce clear, smoothly flowing, well-structured language, showing controlled use of organisational patterns, connectors and cohesive devices.
1298Communicative language competencesPragmatic competenceCoherence and cohesionC1Can produce well-organised, coherent text, using a variety of cohesive devices and organisational patterns.
1299Communicative language competencesPragmatic competenceCoherence and cohesionB2+Can use a variety of linking expressions efficiently to mark clearly the relationships between ideas.
1300Communicative language competencesPragmatic competenceCoherence and cohesionB2Can use a limited number of cohesive devices to link their utterances into clear, coherent discourse, though there may be some “jumpiness” in a long contribution.
1301Communicative language competencesPragmatic competenceCoherence and cohesionB2Can produce text that is generally well-organised and coherent, using a range of linking expressions and cohesive devices.
1302Communicative language competencesPragmatic competenceCoherence and cohesionB2Can structure longer texts in clear, logical paragraphs.
1303Communicative language competencesPragmatic competenceCoherence and cohesionB1+Can introduce a counter-argument in a simple discursive text (e.g. with “however”).
1304Communicative language competencesPragmatic competenceCoherence and cohesionB1Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.
1305Communicative language competencesPragmatic competenceCoherence and cohesionB1Can form longer sentences and link them together using a limited number of cohesive devices, e.g. in a story.
1306Communicative language competencesPragmatic competenceCoherence and cohesionB1Can make simple, logical paragraph breaks in a longer text.
1307Communicative language competencesPragmatic competenceCoherence and cohesionA2+Can use the most frequently occurring connectors to link simple sentences in order to tell a story or describe something as a simple list of points.
1308Communicative language competencesPragmatic competenceCoherence and cohesionA2Can link groups of words/signs with simple connectors (e.g. “and”, “but” and “because”).
1309Communicative language competencesPragmatic competenceCoherence and cohesionA1Can link words/signs or groups of words/signs with very basic linear connectors (e.g. “and” or “then”).
1310Communicative language competencesPragmatic competenceCoherence and cohesionPre-A1No descriptors available
1311Communicative language competencesPragmatic competencePropositional precisionC2Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of qualifying devices (e.g. adverbs expressing degree, clauses expressing limitations).
1312Communicative language competencesPragmatic competencePropositional precisionC2Can give emphasis, differentiate and eliminate ambiguity.
1313Communicative language competencesPragmatic competencePropositional precisionC1Can qualify opinions and statements precisely in relation to degrees of, for example, certainty/uncertainty, belief/doubt, likelihood, etc.
1314Communicative language competencesPragmatic competencePropositional precisionC1Can make effective use of linguistic modality to signal the strength of a claim, an argument or a position.
1315Communicative language competencesPragmatic competencePropositional precisionB2Can pass on detailed information reliably.
1316Communicative language competencesPragmatic competencePropositional precisionB2Can communicate the essential points even in more demanding situations, though their language lacks expressive power and idiomaticity.
1317Communicative language competencesPragmatic competencePropositional precisionB1+Can explain the main points in an idea or problem with reasonable precision.
1318Communicative language competencesPragmatic competencePropositional precisionB1Can convey simple, straightforward information of immediate relevance, getting across the point they feel is most important.
1319Communicative language competencesPragmatic competencePropositional precisionB1Can express the main point they want to make comprehensibly.
1320Communicative language competencesPragmatic competencePropositional precisionA2Can communicate what they want to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations they generally have to compromise the message.
1321Communicative language competencesPragmatic competencePropositional precisionA1Can communicate basic information about personal details and needs of a concrete type in a simple way.
1322Communicative language competencesPragmatic competencePropositional precisionPre-A1Can communicate very basic information about personal details in a simple way.
1323Communicative language competencesPragmatic competenceFluencyC2Can express themselves at length with a natural, effortless, unhesitating flow. Pauses only to reflect on precisely the right means to express their thoughts or to find an appropriate example or explanation.
1324Communicative language competencesPragmatic competenceFluencyC1Can express themselves fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language.
1325Communicative language competencesPragmatic competenceFluencyB2+Can communicate spontaneously, often showing remarkable fluency and ease of expression in even longer complex stretches of language.
1326Communicative language competencesPragmatic competenceFluencyB2Can produce stretches of language with a fairly even tempo; although they can be hesitant as they search for patterns and expressions, there are few noticeably long pauses.
1327Communicative language competencesPragmatic competenceFluencyB2Can interact with a degree of fluency and spontaneity that makes regular interaction with users of the target language quite possible without imposing strain on either party.
1328Communicative language competencesPragmatic competenceFluencyB1+Can express themselves with relative ease. Despite some problems with formulation resulting in pauses and “cul-de-sacs”, they are able to keep going effectively without help.
1329Communicative language competencesPragmatic competenceFluencyB1Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production.
1330Communicative language competencesPragmatic competenceFluencyA2+Can make themselves understood in short contributions, even though pauses, false starts and reformulation are very evident.
1331Communicative language competencesPragmatic competenceFluencyA2Can construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts.
1332Communicative language competencesPragmatic competenceFluencyA1Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words/signs, and to repair communication.
1333Communicative language competencesPragmatic competenceFluencyPre-A1Can manage very short, isolated, rehearsed utterances using gesture and signalled requests for help when necessary.
1334Signing competencesReceptionLinguistic competenceSign language repertoireC2Can understand abstract concepts, e.g., from the field of science, and assign them to the appropriate context.
1335Signing competencesReceptionLinguistic competenceSign language repertoireC2Can understand creative or newly coined descriptions of phenomena (e.g. a UFO).
1336Signing competencesReceptionLinguistic competenceSign language repertoireC2Can understand challenging texts on a range of topics and explain what they are about.
1337Signing competencesReceptionLinguistic competenceSign language repertoireC1Can understand the meaning of mouthings in context.
1338Signing competencesReceptionLinguistic competenceSign language repertoireC1Can understand technical texts in their own field and make use of the information, ideas or opinions in them.
1339Signing competencesReceptionLinguistic competenceSign language repertoireC1Can understand specific, precise instructions, wishes, recommendations, etc.
1340Signing competencesReceptionLinguistic competenceSign language repertoireB2+Can understand and correctly attribute signed names for commonly known persons and institutions.
1341Signing competencesReceptionLinguistic competenceSign language repertoireB2+Can differentiate nuances of meaning that are expressed with specific handshapes.
1342Signing competencesReceptionLinguistic competenceSign language repertoireB2+Can understand idioms (and signs particular to the local community).
1343Signing competencesReceptionLinguistic competenceSign language repertoireB2+Can understand what is meant when the signer paraphrases without producing the sign for the concept concerned.
1344Signing competencesReceptionLinguistic competenceSign language repertoireB2Can understand a large number of signs employed in everyday situations.
1345Signing competencesReceptionLinguistic competenceSign language repertoireB2Can deduce the meaning of individual unknown signs through the context of a sentence.
1346Signing competencesReceptionLinguistic competenceSign language repertoireB1+Can extract the relevant information from a short text provided it is presented in a simple and structured way.
1347Signing competencesReceptionLinguistic competenceSign language repertoireB1+Can distinguish between signs that appear similar.
1348Signing competencesReceptionLinguistic competenceSign language repertoireB1+Can deduce the nature of an object from non-manual cues and depictive signs.
1349Signing competencesReceptionLinguistic competenceSign language repertoireB1+Can make indirect inferences about the features of the characters in a story from a signer’s facial expressions.
1350Signing competencesReceptionLinguistic competenceSign language repertoireB1Can selectively extract information from a signed text, e.g., details of the time, individuals involved, places or appointments and indications as to how or why.
1351Signing competencesReceptionLinguistic competenceSign language repertoireB1Can understand productively expressed actions and processes.
1352Signing competencesReceptionLinguistic competenceSign language repertoireB1Can infer the chronological sequence of events from non-manual cues (close vs. remote events in terms of time).
1353Signing competencesReceptionLinguistic competenceSign language repertoireB1Can understand what kind of creature is meant when the signer imitates people or animals.
1354Signing competencesReceptionLinguistic competenceSign language repertoireA2+Can understand content that a person expresses only by means of productive signs.
1355Signing competencesReceptionLinguistic competenceSign language repertoireA2+Can understand the terms for common technical devices designed for deaf people’s use.
1356Signing competencesReceptionLinguistic competenceSign language repertoireA2+Can understand the meaning of modal verbs (e.g., can = , must = , want = ).
1357Signing competencesReceptionLinguistic competenceSign language repertoireA2+Can extract specific information from everyday texts (e.g., numbers, names, places, persons).
1358Signing competencesReceptionLinguistic competenceSign language repertoireA2+Can understand signing when the signer provides images to visualise the content.
1359Signing competencesReceptionLinguistic competenceSign language repertoireA2Can identify details in an extensive description of a person/object, such as body shape, hairstyle, or occupation.
1360Signing competencesReceptionLinguistic competenceSign language repertoireA2Can understand non-manual information on the proximity or distance of a place or object.
1361Signing competencesReceptionLinguistic competenceSign language repertoireA2Can recognise and correctly interpret meaning expressed non-manually.
1362Signing competencesReceptionLinguistic competenceSign language repertoireA2Can recognise and understand the codified backchannelling signs of an interlocutor.
1363Signing competencesReceptionLinguistic competenceSign language repertoireA2Can understand simple reports of what the signer did.
1364Signing competencesReceptionLinguistic competenceSign language repertoireA2Can understand simple instructions, wishes, recommendations, etc.
1365Signing competencesReceptionLinguistic competenceSign language repertoireA1Can understand direct commands (e.g., “open the door”).
1366Signing competencesReceptionLinguistic competenceSign language repertoireA1Can understand quantities expressed non-manually.
1367Signing competencesReceptionLinguistic competenceSign language repertoireA1Can understand descriptions of clothes (pattern, colour).
1368Signing competencesReceptionLinguistic competenceSign language repertoireA1Can understand information on proportions, quantities, and size ratios.
1369Signing competencesReceptionLinguistic competenceSign language repertoireA1Can distinguish between signs that only differ according to the shape of the mouth.
1370Signing competencesReceptionLinguistic competenceSign language repertoireA1Can understand signs even if they are modified manually.
1371Signing competencesReceptionLinguistic competenceSign language repertoireA1Can understand the contribution to meaning from the shape of the mouth, e.g., puffed up or contracted cheeks.
1372Signing competencesReceptionLinguistic competenceSign language repertoireA1Can infer the shape of objects that are described from non-manual signals.
1373Signing competencesReceptionLinguistic competenceSign language repertoireA1Can understand simple negation with , , or a shake of the head.
1374Signing competencesReceptionLinguistic competenceSign language repertoireA1Can understand expressions via fingerspelling if they do not understand the lexical signs.
1375Signing competencesReceptionLinguistic competenceSign language repertoireA1Can recognise and understand facial feedback from the interlocutor (agreement/rejection).
1376Signing competencesProductionLinguistic competenceSign language repertoireC2Can express themselves in abstract, poetic signing.
1377Signing competencesProductionLinguistic competenceSign language repertoireC2Can formulate abstract expressions and concepts, e.g. in the academic and scientific domain.
1378Signing competencesProductionLinguistic competenceSign language repertoireC2Can produce with one hand a productive or lexical sign (e.g. a depicting or lexical verb like “search for”), while simultaneously using the other hand as part of a constructed action (e.g. scratching their head in different places as if searching for something).
1379Signing competencesProductionLinguistic competenceSign language repertoireC2Can present a complex action or event in a linguistically aesthetic way, e.g. by employing handshapes as a means of playful expression.
1380Signing competencesProductionLinguistic competenceSign language repertoireC1Can express actions, objects and relations between these by using suitable classifier constructions (one- and two-handed) in varying ways with ease.
1381Signing competencesProductionLinguistic competenceSign language repertoireC1Can employ the appropriate productive sign (e.g. a classifier) in order to highlight a particular meaning.
1382Signing competencesProductionLinguistic competenceSign language repertoireC1Can sign comprehensibly using just one hand (the dominant hand).
1383Signing competencesProductionLinguistic competenceSign language repertoireC1Can use a sentence to specify the precisely intended meaning of a vague term (e.g. specify “murder” through use of depiction).
1384Signing competencesProductionLinguistic competenceSign language repertoireC1Can provide very broad coverage of a topic, taking account of the different aspects involved.
1385Signing competencesProductionLinguistic competenceSign language repertoireC1Can switch between direct and indirect speech.
1386Signing competencesProductionLinguistic competenceSign language repertoireB2+Can sign comprehensibly and precisely on a complex subject.
1387Signing competencesProductionLinguistic competenceSign language repertoireB2+Can adapt the signing style to the content and/or object being described.
1388Signing competencesProductionLinguistic competenceSign language repertoireB2+Can present a simple productive action through depiction and constructed action.
1389Signing competencesProductionLinguistic competenceSign language repertoireB2+Can use a differentiated choice of signs that corresponds to the type of text concerned.
1390Signing competencesProductionLinguistic competenceSign language repertoireB2+Can employ constructed action (actions are imitated one-to-one).
1391Signing competencesProductionLinguistic competenceSign language repertoireB2Can always express their own opinion, even when the positions taken and opinions expressed by others are being presented.
1392Signing competencesProductionLinguistic competenceSign language repertoireB2Can express the same content in different language.
1393Signing competencesProductionLinguistic competenceSign language repertoireB2Can alternate between productive and lexical signing.
1394Signing competencesProductionLinguistic competenceSign language repertoireB2Can communicate information using the productive lexicon only.
1395Signing competencesProductionLinguistic competenceSign language repertoireB2Can paraphrase lexical elements by using productive elements, e.g. by using depicting signs and other classifier constructions.
1396Signing competencesProductionLinguistic competenceSign language repertoireB1+Can fingerspell quickly and accurately.
1397Signing competencesProductionLinguistic competenceSign language repertoireB1+Can, in order to facilitate understanding, make a relevant comparison with other things or images or circumstances that the recipient already knows (e.g. “A porcupine looks like a big hedgehog”).
1398Signing competencesProductionLinguistic competenceSign language repertoireB1+Can employ different productive signs (e.g. handshapes indicating handling) when describing an action or event.
1399Signing competencesProductionLinguistic competenceSign language repertoireB1+Can employ mouthings in a differentiated manner that is appropriate to context.
1400Signing competencesProductionLinguistic competenceSign language repertoireB1+Can employ different means (e.g. non-manuals including facial expression, handshape, hand orientation, movement) in order to describe the size and shape of an object.
1401Signing competencesProductionLinguistic competenceSign language repertoireB1+Can present personal characteristics just with mouthings and constructed action.
1402Signing competencesProductionLinguistic competenceSign language repertoireB1Can describe important characteristics of a person or object with the appropriate handshapes.
1403Signing competencesProductionLinguistic competenceSign language repertoireB1Can modify productive signing appropriately to the context.
1404Signing competencesProductionLinguistic competenceSign language repertoireB1Can make part of their contribution by using constructed action to present individual, simple actions.
1405Signing competencesProductionLinguistic competenceSign language repertoireB1Can express the character and qualities of a person or protagonist by using constructed action.
1406Signing competencesProductionLinguistic competenceSign language repertoireB1Can present actions or events through productive signing.
1407Signing competencesProductionLinguistic competenceSign language repertoireB1Can vary the scale of their signing (larger, smaller) dependent on the situation.
1408Signing competencesProductionLinguistic competenceSign language repertoireB1Can give a comprehensive description of a person, including facial expression, skin colour, make up, hairstyle and profession.
1409Signing competencesProductionLinguistic competenceSign language repertoireB1Can employ appropriate productive lexicon elements for reference, e.g. to animals, instead of lexical signs.
1410Signing competencesProductionLinguistic competenceSign language repertoireB1Can use mouthings precisely to express specific contents.
1411Signing competencesProductionLinguistic competenceSign language repertoireA2+Can use a range of signs.
1412Signing competencesProductionLinguistic competenceSign language repertoireA2+Can present different aspects of a plot or storyline (e.g. duration, as in “work through the night”).
1413Signing competencesProductionLinguistic competenceSign language repertoireA2+Can employ examples in order to illustrate something.
1414Signing competencesProductionLinguistic competenceSign language repertoireA2+Can indicate clearly the difference between two things.
1415Signing competencesProductionLinguistic competenceSign language repertoireA2+Can relay information in a short and minimal, yet intelligible way.
1416Signing competencesProductionLinguistic competenceSign language repertoireA2+Can, with preparation, use the right names and terminology related to the topic concerned.
1417Signing competencesProductionLinguistic competenceSign language repertoireA2+Can describe a person in terms of their characteristic features.
1418Signing competencesProductionLinguistic competenceSign language repertoireA2Can express their own opinion.
1419Signing competencesProductionLinguistic competenceSign language repertoireA2Can present visually simple information like actions and relationships (e.g. in the family).
1420Signing competencesProductionLinguistic competenceSign language repertoireA2Can sign a direct demand.
1421Signing competencesProductionLinguistic competenceSign language repertoireA2Can express an amount/quantity through non-manual cues.
1422Signing competencesProductionLinguistic competenceSign language repertoireA2Can express proximity and distance by using appropriate non-manual cues.
1423Signing competencesProductionLinguistic competenceSign language repertoireA2Can describe the design, colour and texture of clothes.
1424Signing competencesProductionLinguistic competenceSign language repertoireA1Can produce correct mouthings and employ them to differentiate between otherwise identical signs.
1425Signing competencesProductionLinguistic competenceSign language repertoireA1Can spell names and technical expressions, among other things, using fingerspelling.
1426Signing competencesProductionLinguistic competenceSign language repertoireA1Can describe physical shape (height, width, length).
1427Signing competencesProductionLinguistic competenceSign language repertoireA1Can sign direct requests.
1428Signing competencesProductionLinguistic competenceSign language repertoireA1Can sign conventional greetings and leave-taking expressions.
1429Signing competencesProductionLinguistic competenceSign language repertoireA1Can describe a person through facial expressions, hair and physical characteristics or through things the person often wears.
1430Signing competencesProductionLinguistic competenceSign language repertoireA1Can produce clear and unambiguous handshapes.
1431Signing competencesProductionLinguistic competenceSign language repertoireA1Can produce the lexical signs for months, days of the week and times of the day.
1432Signing competencesProductionLinguistic competenceSign language repertoireA1Can state their opinion (agree, disagree).
1433Signing competencesReceptionLinguistic competenceDiagramatical accuracyC2No descriptors available; see B2+
1434Signing competencesReceptionLinguistic competenceDiagramatical accuracyC1No descriptors available; see B2+
1435Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2+Can distinguish the various temporal relationships between the actions and events (simultaneous events, previous event, subsequent event).
1436Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2+Can distinguish between whether an action involves several people (objects) or many actions involve one person (subject).
1437Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2+Can distinguish between direct and indirect speech in signed texts.
1438Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2+Can understand statements that contain predicates that take no agent, e.g., “the water is flowing now”.
1439Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2+Can recognise rhetorical questions even if linguistically expressed in a very economical way, e.g., by raising the eyebrows.
1440Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2+Can assign classifiers to the correct reference object (e.g., animals) through the context.
1441Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2+Can understand aspectual modulations (e.g., staggering, fast, creeping or rolling movements).
1442Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2Can distinguish on the basis of grammatical signals between statements about real and imaginary events.
1443Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2Can keep apart the characters and their actions even in longer texts.
1444Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2Can recognise sentences as units and indicate how many sentences a short text contains.
1445Signing competencesReceptionLinguistic competenceDiagramatical accuracyB2Can understand verbal aspect (e.g., completion, repetition, continuation, result of actions).
1446Signing competencesReceptionLinguistic competenceDiagramatical accuracyB1+Can infer the time, duration or sequence of an event from the timelines employed.
1447Signing competencesReceptionLinguistic competenceDiagramatical accuracyB1+Can understand modified lexical signs.
1448Signing competencesReceptionLinguistic competenceDiagramatical accuracyB1Can correctly interpret events in a timeline (past, present or future).
1449Signing competencesReceptionLinguistic competenceDiagramatical accuracyB1Can understand statements indicating intentions (aims, ).
1450Signing competencesReceptionLinguistic competenceDiagramatical accuracyB1Can use non-manual signals to distinguish for example, wh-questions from yes/no questions, or assertions from yes/no questions.
1451Signing competencesReceptionLinguistic competenceDiagramatical accuracyB1Can correctly interpret indexical reference to persons, provided they have been properly introduced and situated.
1452Signing competencesReceptionLinguistic competenceDiagramatical accuracyB1Can identify various strategies for expressing the comparative and superlative of adjectives and understand their meaning (e.g., through changes in the size or speed of the sign or through the correct use of classifiers).
1453Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2+Can recognise and understand condition and consequence in if-then sentences.
1454Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2+Can understand clause linkages that express / relations.
1455Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2+Can understand conditional sentences, i.e. under what conditions () a consequence () occurs.
1456Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2+Can understand how sameness and difference are expressed.
1457Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2+Can understand differences in meaning that indicate whether actions are carried out by one person or several people, e.g., a person goes v. many people go.
1458Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2Can identify different types of sentence and their meaning through the word order (statements, questions, orders).
1459Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2Can correctly interpret classifier constructions in simple sentences, provided they are clearly signed.
1460Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2Can correctly interpret verb agreement.
1461Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2Can understand the meaning of basic causal relations (e.g., “I’m late because I got stuck in the traffic”).
1462Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2Can recognise and understand modified handshapes.
1463Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2Can understand indirect messages (questions, requests, wishes, rejection, etc.).
1464Signing competencesReceptionLinguistic competenceDiagramatical accuracyA2Can distinguish between and understand different ways of expressing negation.
1465Signing competencesReceptionLinguistic competenceDiagramatical accuracyA1Can understand an utterance as a direct request, question or order and respond accordingly.
1466Signing competencesReceptionLinguistic competenceDiagramatical accuracyA1Can understand the forms and sizes of objects (e.g., the form of a pyramid) and identify the objects.
1467Signing competencesReceptionLinguistic competenceDiagramatical accuracyA1Can understand different plural forms with simple signs (e.g., plural by means of numbers or by repetition).
1468Signing competencesReceptionLinguistic competenceDiagramatical accuracyA1Can understand lists and sequences (// meanings).
1469Signing competencesReceptionLinguistic competenceDiagramatical accuracyA1Can understand productively expressed time indicators (, <3-years-ago>, etc.), when the time references are clearly indicated.
1470Signing competencesReceptionLinguistic competenceDiagramatical accuracyA1Can understand from descriptions of manipulated objects how a signer sets/lays them down or places them.
1471Signing competencesProductionLinguistic competenceDiagramatical accuracyC2No descriptors available; see B2+
1472Signing competencesProductionLinguistic competenceDiagramatical accuracyC1No descriptors available; see B2+
1473Signing competencesProductionLinguistic competenceDiagramatical accuracyB2+Can situate the different contents/actions in the text sensibly in the signing space in order to structure the text.
1474Signing competencesProductionLinguistic competenceDiagramatical accuracyB2+Can maintain full consistency in the reference using indexing, productive signs, in short texts.
1475Signing competencesProductionLinguistic competenceDiagramatical accuracyB2Can use the signing space in a conscious manner, e.g. using the right side for and the left side for reasons.
1476Signing competencesProductionLinguistic competenceDiagramatical accuracyB2Can use a large or a small signing space, dependent on the situation.
1477Signing competencesProductionLinguistic competenceDiagramatical accuracyB2Can link productive signing with indicators of time (timelines).
1478Signing competencesProductionLinguistic competenceDiagramatical accuracyB2Can employ appropriate timelines in order to indicate the point in time or the duration of an event (for temporal relations: simultaneously, beforehand/afterwards, after another).
1479Signing competencesProductionLinguistic competenceDiagramatical accuracyB2Can express how one does something; ; .
1480Signing competencesProductionLinguistic competenceDiagramatical accuracyB2Can express different temporal relationships (for example, three relationships: simultaneously; before and after; one after another).
1481Signing competencesProductionLinguistic competenceDiagramatical accuracyB2Can employ upper body posture when indicating time reference, e.g. lean forward for future.
1482Signing competencesProductionLinguistic competenceDiagramatical accuracyB2Can exploit an appropriate timeline in order to place past, present and future events in the correct relationship to each other.
1483Signing competencesProductionLinguistic competenceDiagramatical accuracyB2Can exploit variation in the sign order of subject, verb, object in a sentence in order to highlight something (e.g. SVO, SOV, OSV).
1484Signing competencesProductionLinguistic competenceDiagramatical accuracyB1+Can express rhetorical questions in an economical manner, e.g. using just the eyebrows.
1485Signing competencesProductionLinguistic competenceDiagramatical accuracyB1+Can express why one does something (aim:< in order to …>).
1486Signing competencesProductionLinguistic competenceDiagramatical accuracyB1+Can link two phrases to yield the meaning relation of and .
1487Signing competencesProductionLinguistic competenceDiagramatical accuracyB1+Can indicate a rhetorical question correctly by leaving a slight pause between the question and the answer.
1488Signing competencesProductionLinguistic competenceDiagramatical accuracyB1+Can establish relationships in the signing space and later reuse these.
1489Signing competencesProductionLinguistic competenceDiagramatical accuracyB1+Can focus on one point on a timeline and/or use temporal adverbials in order to locate an event correctly in past, present or future time.
1490Signing competencesProductionLinguistic competenceDiagramatical accuracyB1+Can make comparisons using adjectives, including superlative forms, e.g. through use of productive signs, changing size, or speed of hand movement.
1491Signing competencesProductionLinguistic competenceDiagramatical accuracyB1Can situate objects/people in the signing space by indexing and later referencing them with pronouns.
1492Signing competencesProductionLinguistic competenceDiagramatical accuracyB1Can correctly direct eye gaze in the signing space in order to refer to previously introduced objects or people.
1493Signing competencesProductionLinguistic competenceDiagramatical accuracyB1Can correctly use different sentence types (statements, questions, imperatives).
1494Signing competencesProductionLinguistic competenceDiagramatical accuracyB1Can mark questions appropriately, using non-manual markers relevant (e.g. upper body posture plus mimic, eyebrows).
1495Signing competencesProductionLinguistic competenceDiagramatical accuracyB1Can employ the relevant non-manual elements for the description of a shape.
1496Signing competencesProductionLinguistic competenceDiagramatical accuracyB1Can employ constructed action in order to convey meaning.
1497Signing competencesProductionLinguistic competenceDiagramatical accuracyB1Can incorporate number marking into a sign (e.g. to indicate number of persons moving, number of days).
1498Signing competencesProductionLinguistic competenceDiagramatical accuracyB1Can present a simple temporal sequence by using the signing space.
1499Signing competencesProductionLinguistic competenceDiagramatical accuracyB1Can support referencing to events in a passage of time with non-manual features (e.g. to distinguish events that are close in time as opposed to events that are distant in time).
1500Signing competencesProductionLinguistic competenceDiagramatical accuracyB1Can express cause and effect (reason for something).
1501Signing competencesProductionLinguistic competenceDiagramatical accuracyA2+Can express the conditions under which one does certain things ().
1502Signing competencesProductionLinguistic competenceDiagramatical accuracyA2+Can mark verb agreement consistently, maintaining concordance.
1503Signing competencesProductionLinguistic competenceDiagramatical accuracyA2+Can express a non-causal sequence (e.g. , , , ).
1504Signing competencesProductionLinguistic competenceDiagramatical accuracyA2Can describe the environment (e.g. landscape) with depicting signs).
1505Signing competencesProductionLinguistic competenceDiagramatical accuracyA2Can use canonical space effectively to place focus on important elements.
1506Signing competencesProductionLinguistic competenceDiagramatical accuracyA2Can produce accurate handshapes not only in isolated signs but also in sentences.
1507Signing competencesProductionLinguistic competenceDiagramatical accuracyA2Can use sentences.
1508Signing competencesProductionLinguistic competenceDiagramatical accuracyA2Can express lists and sequences ).
1509Signing competencesProductionLinguistic competenceDiagramatical accuracyA2Can employ productive signs correctly in simple sentences.
1510Signing competencesProductionLinguistic competenceDiagramatical accuracyA1Can use personal pronouns correctly.
1511Signing competencesProductionLinguistic competenceDiagramatical accuracyA1Can construct simple sentences with SVO and SOV patterns.
1512Signing competencesProductionLinguistic competenceDiagramatical accuracyA1Can represent the thickness of an object by using productive signs.
1513Signing competencesProductionLinguistic competenceDiagramatical accuracyA1Can construct a simple sentence using lexical signs.
1514Signing competencesProductionLinguistic competenceDiagramatical accuracyA1Can form plurals through use of repetition or by marking a number.
1515Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC2Can recognise sociocultural conventions in unfamiliar texts (e.g., appropriate register, polite forms, social status, taboo subjects).
1516Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC2Can recognise when the signer gives the characters in a story their own linguistic profile and can describe these profiles.
1517Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can recognise the linguistic register chosen by the signer on the basis of the signs used.
1518Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can recognise when a signer switches from an informal to a formal register or vice versa.
1519Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can judge whether the register employed maintains a distance appropriate to the text.
1520Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can infer the social relationship between interlocutors (proximity, hierarchy, etc.) from their remarks.
1521Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can indicate a person’s social status when they have seen how others address that person (by interpreting the manual signing).
1522Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can understand discreet references to persons present when the signer, for example, employs a smaller signing space or holds a hand in front of the index finger so that it is not apparent to whom the finger is pointing.
1523Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2+Can deduce from a person’s linguistic register their probable background (origin, age, occupation).
1524Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2+Can recognise whether the register of a text is appropriate for the target audience.
1525Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2+Can recognise whether a text contains all information necessary to enable a target audience with the relevant prior knowledge to understand it.
1526Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2+Can recognise a person or character’s social status on the basis of manual and non-manual references in the text.
1527Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2+Can understand the abbreviations commonly used in the deaf community.
1528Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2Can attribute a text to a target audience on the basis of the size of a sign, e.g., big/formal or small/intimate setting.
1529Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2Can assign the text to a formal or informal context on the basis of manual or non-manual features in the introduction to the text.
1530Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2Can judge whether a person introduces themselves to other deaf people in a culturally appropriate way.
1531Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2Can recognise and understand cultural references in texts.
1532Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2Can draw on indirect references to important events, persons and institutions in their own country in order to understand a text.
1533Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB1+Can understand and follow explanations on the origin of culture-specific signs, such as names of well-known people, institutions or places.
1534Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB1Can judge whether or not a greeting/leave-taking remark is appropriate for the type of text concerned.
1535Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA2+Can recognise on the basis of the sign-language address pronouns whether strangers are addressing them appropriately.
1536Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA2+Can recognise when someone wishes to be given the floor (e.g., raising a hand, tapping a person's arm).
1537Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA2Can recognise differences in register that the signer expresses manually and non-manually.
1538Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA2Can recognise whether the interlocutor responds appropriately to a etc..
1539Signing competencesReceptionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA1Can maintain appropriate eye contact with a signer in a dialogue.
1540Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC2No descriptors available; see C1
1541Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can respect sociocultural norms in producing texts (e.g. appropriate register, forms of politeness, status, taboos).
1542Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can adapt their register to the audience concerned.
1543Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can switch between formal and informal registers without effort.
1544Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can express non-lexical difference of register through both manual and non-manual means.
1545Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireC1Can tell a joke that relates to deaf experiences.
1546Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2+Can gauge whether the public concerned is familiar with deafness and can explain things explicitly if necessary.
1547Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2+Can produce lexicalised signs of different registers.
1548Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2+Can explain facts and events that are important in deaf communities.
1549Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2Can adopt the appropriate formal register in order to maintain distance from the reported issue.
1550Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB2Can indicate someone’s social status through the articulation of signs in the signing space (e.g. use of a higher locus in signing space to indicate a higher status than the signer’s).
1551Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB1+Can, as appropriate, engage in greeting/leave-taking remark, according to the type of text and the public concerned.
1552Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB1+Can present themselves in a manner appropriate to the type of text and the public concerned (e.g. clothes, accessories, personal appearance).[1]
1553Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB1+Can sensitise people to cultural issues.
1554Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB1+Can, in the course of describing travel, include cultural experiences and aspects typical of the country concerned.
1555Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB1Can introduce themselves to deaf people appropriately.
1556Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB1Can use their knowledge of the target sign language culture to explain the origin of certain culturally determined signs (e.g. the names of well-known people, institutions and place names).
1557Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB1Can indicate someone’s social status with non-manual means (e.g. direction of vision).
1558Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireB1Can use the sign-abbreviations that are conventional in relation to sign language communities.
1559Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA2+Can maintain eye contact with their interlocutor while signing.
1560Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA2+Can accept or decline a direct request or demand.
1561Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA2+Is familiar with the common technical aids for communication between deaf and hearing people and can name them.
1562Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA2Can use an appropriate means of address when meeting an unknown deaf person.
1563Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA2Can adapt the signing space used to the context and the audience.
1564Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA2Can take into account aspects of the immediate environment that are important for signed communication (e.g. light, objects on the table).
1565Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA1Can greet a deaf person appropriately.
1566Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA1Can employ different strategies in order to establish the eye contact necessary for communication (e.g. waving, tapping a person on the shoulder, arm or hand, tapping on the table, turning off and on lighting).
1567Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA1Can attract attention in order to acquire the turn (e.g. by raising a hand or waving to gain eye contact, by tapping the interlocutor on the shoulder).
1568Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA1Can maintain direct eye contact with their interlocutor.
1569Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA1Can use fingerspelling as an aid when communication problems occur.
1570Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA1Can give their interlocutor visual feedback through conventionalised phrases and mouthings.
1571Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA1Can give their interlocutor visual feedback (positive and negative) using facial expressions and other non-manual elements (e.g. head nod or shake).
1572Signing competencesProductionSociolinguistic competenceSociolinguistic appropriateness and cultural repertoireA1Can respond appropriately in conventionalised interactions, e.g. replying with a formulaic / / / .
1573Signing competencesReceptionPragmatic competenceSign text structureC2Can understand logical, causal, temporal or semantic relationships in order to link parts of a signed text to one another.
1574Signing competencesReceptionPragmatic competenceSign text structureC2Can distinguish various kinds of evaluative texts from one another (e.g., a controvert text with arguments for and against, justification of an argument, or a philosophical text).
1575Signing competencesReceptionPragmatic competenceSign text structureC2Can identify and understand complex hierarchical structures (e.g. in politics and organisations).
1576Signing competencesReceptionPragmatic competenceSign text structureC2Can identify missing parts of complex texts or unfamiliar types of texts and infer missing content.
1577Signing competencesReceptionPragmatic competenceSign text structureC1Can reproduce the content of a lengthy signed text with various details.
1578Signing competencesReceptionPragmatic competenceSign text structureC1Can, after watching a signed text, explain relationships in detail.
1579Signing competencesReceptionPragmatic competenceSign text structureC1Can recognise various means of structuring signed texts and correctly interpret their function in the textual context (e.g., rhetorical questions, enumeration, body turns).
1580Signing competencesReceptionPragmatic competenceSign text structureC1Can use their own knowledge of types of text to formulate expectations regarding the content and structure of a text and assess its quality accordingly.
1581Signing competencesReceptionPragmatic competenceSign text structureC1Can distinguish the separate elements of an argument (assertion, reasons, examples, conclusions) in a signed text.
1582Signing competencesReceptionPragmatic competenceSign text structureC1Can predict what is coming next from the order in which elements appear in an utterance, and the emphasis that they receive.
1583Signing competencesReceptionPragmatic competenceSign text structureB2+Can recognise the recurrent, central theme in enacted texts.
1584Signing competencesReceptionPragmatic competenceSign text structureB2+Can recognise, on the basis of the location of an argument in the signing space, to what opinion the argument belongs.
1585Signing competencesReceptionPragmatic competenceSign text structureB2+Can identify structural elements of texts and use their functions to understand the text as a whole.
1586Signing competencesReceptionPragmatic competenceSign text structureB2+Can identify gaps in familiar types of text and fill these coherently by deduction or query.
1587Signing competencesReceptionPragmatic competenceSign text structureB2+Can recognise whether or not the signer is answering the key questions in a text.
1588Signing competencesReceptionPragmatic competenceSign text structureB2Can understand well the content of a clearly structured, lengthy signed text.
1589Signing competencesReceptionPragmatic competenceSign text structureB2Can grasp the recurrent, central theme in a text and follow it without difficulty.
1590Signing competencesReceptionPragmatic competenceSign text structureB2Can recognise in a signed text the transitions between the introduction, the main text and the conclusions.
1591Signing competencesReceptionPragmatic competenceSign text structureB2Can assess whether the introduction and the conclusion of a text fit together.
1592Signing competencesReceptionPragmatic competenceSign text structureB2Can recognise a change of topics in a signed text.
1593Signing competencesReceptionPragmatic competenceSign text structureB1+Can recognise the importance of a statement that is at the centre of the signing space.
1594Signing competencesReceptionPragmatic competenceSign text structureB1+Can understand references to previously provided information.
1595Signing competencesReceptionPragmatic competenceSign text structureB1+Can identify connections and relationships between content if these are explicitly referred to in the signed text.
1596Signing competencesReceptionPragmatic competenceSign text structureB1+Can understand the development of a highly structured signed text.
1597Signing competencesReceptionPragmatic competenceSign text structureB1+Can recognise means of spatial structuring and use them for understanding a signed text.
1598Signing competencesReceptionPragmatic competenceSign text structureB1+Can deduce the content of a short text from the context even if local cohesive devices are lacking.
1599Signing competencesReceptionPragmatic competenceSign text structureB1Can recognise simple ways of structuring in a signed text (e.g., a subject and comments on it).
1600Signing competencesReceptionPragmatic competenceSign text structureA2Can find the main points in short everyday texts.
1601Signing competencesReceptionPragmatic competenceSign text structureA2Can identify and understand simple hierarchical structures (e.g., families, work) by using buoys in signing space.
1602Signing competencesReceptionPragmatic competenceSign text structureA2Can understand simple time sequences expressed through the signing space.
1603Signing competencesReceptionPragmatic competenceSign text structureA2Can infer the intention/objective of a signed text from the introduction.
1604Signing competencesReceptionPragmatic competenceSign text structureA1Can grasp the individual points in an enumeration.
1605Signing competencesReceptionPragmatic competenceSign text structureA1Can recognise the end of a signed contribution by e.g., the clasped hands.
1606Signing competencesProductionPragmatic competenceSign text structureC2Can mention in passing several other places and people, without losing their thread.
1607Signing competencesProductionPragmatic competenceSign text structureC2Can systematically justify their opinions, for example logically, morally and pragmatically.
1608Signing competencesProductionPragmatic competenceSign text structureC2Can effortlessly use stylistic and rhetoric means to effectively develop their contribution.
1609Signing competencesProductionPragmatic competenceSign text structureC1Can develop a convincing, logical argument (thesis, justification, exemplification, conclusion).
1610Signing competencesProductionPragmatic competenceSign text structureC1Can emphasise certain aspects of a complex topic.
1611Signing competencesProductionPragmatic competenceSign text structureC1Can structure complex content in a sensible way.
1612Signing competencesProductionPragmatic competenceSign text structureC1Can employ different types of argumentative texts (e.g. an explanatory text outlining arguments for and against something, or a text giving detailed background and exploring an issue in depth).
1613Signing competencesProductionPragmatic competenceSign text structureC1Can treat a very wide range of topics, introducing and concluding each one appropriately.
1614Signing competencesProductionPragmatic competenceSign text structureC1Can effortlessly employ manual and non-manual, lexical and productive cohesive devices to structure the text.
1615Signing competencesProductionPragmatic competenceSign text structureC1Can adapt the linguistic cohesive devices employed appropriately to the internal structure of the text.
1616Signing competencesProductionPragmatic competenceSign text structureC1Can construct the message of a text from general statements to specific details.
1617Signing competencesProductionPragmatic competenceSign text structureB2+Can formulate an appropriate introduction and conclusion for a text.
1618Signing competencesProductionPragmatic competenceSign text structureB2+Can, while concluding, establish a thematic reference back to the introduction.
1619Signing competencesProductionPragmatic competenceSign text structureB2+Can organise and formulate content following guiding principles.
1620Signing competencesProductionPragmatic competenceSign text structureB2+Can provide recipients who are not present with all the necessary information about the context, so that they can follow what is said.
1621Signing competencesProductionPragmatic competenceSign text structureB2+Can group different pieces of information thematically.
1622Signing competencesProductionPragmatic competenceSign text structureB2+Can present with images the way an event/organisation is structured.
1623Signing competencesProductionPragmatic competenceSign text structureB2+Can use pauses to structure a text (e.g. pausing between different arguments).
1624Signing competencesProductionPragmatic competenceSign text structureB2Can structure content into categories/topics, situate these in the signing space, and then refer to them through indexing.
1625Signing competencesProductionPragmatic competenceSign text structureB2Can structure the text logically, maintaining a clear development.
1626Signing competencesProductionPragmatic competenceSign text structureB2Can deliver all of the contents and components that are expected for the type of text concerned.
1627Signing competencesProductionPragmatic competenceSign text structureB2Can employ a metalanguage, e.g. to orientate the reader by explaining explicitly in the text the order in which they are doing things.
1628Signing competencesProductionPragmatic competenceSign text structureB2Can create appropriate transitions and links between the different sections of the text.
1629Signing competencesProductionPragmatic competenceSign text structureB2Can highlight the most important aspects of a topic.
1630Signing competencesProductionPragmatic competenceSign text structureB2Can employ principles that govern moving from general ideas to presenting details.
1631Signing competencesProductionPragmatic competenceSign text structureB2Can employ rules that concern going from the general to details.
1632Signing competencesProductionPragmatic competenceSign text structureB2Can indicate temporal relationships between different things related in a report.
1633Signing competencesProductionPragmatic competenceSign text structureB2Can briefly explain a term in the course of a text, when and if this is necessary.
1634Signing competencesProductionPragmatic competenceSign text structureB1+Can structure text content into an introduction, main section and conclusion.
1635Signing competencesProductionPragmatic competenceSign text structureB1+Can present content in a sensible order.
1636Signing competencesProductionPragmatic competenceSign text structureB1+Can structure a text into a number of thematic sections.
1637Signing competencesProductionPragmatic competenceSign text structureB1+Can present clearly the relationships between things by making explicit reference to them.
1638Signing competencesProductionPragmatic competenceSign text structureB1+Can point out relevant and interesting details briefly and concisely.
1639Signing competencesProductionPragmatic competenceSign text structureB1+Can refer explicitly to what has been said earlier.
1640Signing competencesProductionPragmatic competenceSign text structureB1+Can compare the opinions of others and take a position in relation to them.
1641Signing competencesProductionPragmatic competenceSign text structureB1+Can relate their own experience to something in the text.
1642Signing competencesProductionPragmatic competenceSign text structureB1Can formulate the aim and objective of a text in the introduction.
1643Signing competencesProductionPragmatic competenceSign text structureB1Can sequence the successive elements of a text in logical order.
1644Signing competencesProductionPragmatic competenceSign text structureB1Can introduce a topic appropriately, then provide the relevant content.
1645Signing competencesProductionPragmatic competenceSign text structureB1Can indicate the most important aspects of a topic in the hierarchical order of their importance.
1646Signing competencesProductionPragmatic competenceSign text structureB1Can employ simple strategies to structure information (e.g. adding comments on the topic).
1647Signing competencesProductionPragmatic competenceSign text structureB1Can use the sign to mark the end of a particular discourse contribution.
1648Signing competencesProductionPragmatic competenceSign text structureB1Can summarise in a text the most important statements in reply to “when”, “where”, “who”, “what”, “how” and “why” questions.
1649Signing competencesProductionPragmatic competenceSign text structureB1Can give reasons for their opinions.
1650Signing competencesProductionPragmatic competenceSign text structureB1Can conclude their contribution correctly (hands together).
1651Signing competencesProductionPragmatic competenceSign text structureA2+Can introduce a topic adequately.
1652Signing competencesProductionPragmatic competenceSign text structureA2+Can differentiate the different points in a list.
1653Signing competencesProductionPragmatic competenceSign text structureA2+Can formulate simple for-and-against arguments in the form of questions.
1654Signing competencesProductionPragmatic competenceSign text structureA2+Can produce a summary on simple topics.
1655Signing competencesProductionPragmatic competenceSign text structureA2Can, at the beginning of a text, give the details necessary to frame the description, providing answers to the key “what”, “where” and “who” questions.
1656Signing competencesProductionPragmatic competenceSign text structureA1No descriptors available
1657Signing competencesReceptionPragmatic competenceSetting and perspectivesC2Can follow a constructed dialogue between several characters without difficulty even if the marking of role changes is reduced e.g., to the direction of vision.
1658Signing competencesReceptionPragmatic competenceSetting and perspectivesC2Can follow changes of scene, locations or persons during an action.
1659Signing competencesReceptionPragmatic competenceSetting and perspectivesC2Can easily follow several changes of perspective and role.
1660Signing competencesReceptionPragmatic competenceSetting and perspectivesC1Can memorise spatial settings established in signing space (e.g., landscape, family, situation) and follow references within the settings without difficulty.
1661Signing competencesReceptionPragmatic competenceSetting and perspectivesC1Can fully grasp a setting established in the signing space (e.g., landscape, family relations, situation), even if it is only indicated by depicting verbs.
1662Signing competencesReceptionPragmatic competenceSetting and perspectivesC1Can recognise when the signer is establishing a new scene for reference (a setting) in signing space.
1663Signing competencesReceptionPragmatic competenceSetting and perspectivesC1Can distinguish between various perspectives (observer/narrator), provided they are clearly marked.
1664Signing competencesReceptionPragmatic competenceSetting and perspectivesC1Can recognise what the signer says from their own perspective and what they say from another person’s perspective.
1665Signing competencesReceptionPragmatic competenceSetting and perspectivesC1Can, in their interpretation of the text, take account of the perspective of a participant in the action (e.g., that the character does not see everything).
1666Signing competencesReceptionPragmatic competenceSetting and perspectivesB2+Can understand a narrative with several characters when the changes of roles are clearly and slowly marked (e.g., by the position of the upper body and eye gaze).
1667Signing competencesReceptionPragmatic competenceSetting and perspectivesB2Can grasp the spatial references in signing space and use these for comprehension.
1668Signing competencesReceptionPragmatic competenceSetting and perspectivesB2Can recognise what the signer says themselves and what they say from the perspective of another person.
1669Signing competencesReceptionPragmatic competenceSetting and perspectivesB1+Can correctly identify objects and persons that have already been introduced on the basis of the direction of the signer’s gaze.
1670Signing competencesReceptionPragmatic competenceSetting and perspectivesB1+Can use location markings established at the beginning of the text and understand subsequent references to it, provided these are clearly indicated.
1671Signing competencesReceptionPragmatic competenceSetting and perspectivesB1+Can identify and remember relative positions of persons/objects and their spatial relationships with one another.
1672Signing competencesReceptionPragmatic competenceSetting and perspectivesB1+Can, in spatial descriptions, understand where and how objects are located.
1673Signing competencesReceptionPragmatic competenceSetting and perspectivesB1Can imagine the surroundings, such as the landscape or room furnishings, from descriptions of shapes.
1674Signing competencesReceptionPragmatic competenceSetting and perspectivesB1Can, by means of subsequent indexical references, once again identify objects and persons previously situated in the signing space.
1675Signing competencesReceptionPragmatic competenceSetting and perspectivesA2+No descriptors available
1676Signing competencesReceptionPragmatic competenceSetting and perspectivesA2Can understand simple constructed action where the signer takes another person’s role.
1677Signing competencesReceptionPragmatic competenceSetting and perspectivesA1No descriptors available
1678Signing competencesProductionPragmatic competenceSetting and perspectivesC2Can present a complex action or event by playing different roles and adopting different perspectives.
1679Signing competencesProductionPragmatic competenceSetting and perspectivesC1Can switch between different perspectives.
1680Signing competencesProductionPragmatic competenceSetting and perspectivesC1Can create a complex 3-D image including objects in motion.
1681Signing competencesProductionPragmatic competenceSetting and perspectivesB2+Can use the signing space correctly while presenting an interaction between more than two people (e.g. family dinner).
1682Signing competencesProductionPragmatic competenceSetting and perspectivesB2+Can correctly introduce and effect a role shift.
1683Signing competencesProductionPragmatic competenceSetting and perspectivesB2+Can present a simple action or event from the perspective of a participant.
1684Signing competencesProductionPragmatic competenceSetting and perspectivesB2+Can present a simple action or event from the perspective of an observer/narrator.
1685Signing competencesProductionPragmatic competenceSetting and perspectivesB2Can linguistically correctly construct a new setting when the text requires a new topic or situation to be addressed.
1686Signing competencesProductionPragmatic competenceSetting and perspectivesB2Can introduce a setting using just constructed action and depiction.
1687Signing competencesProductionPragmatic competenceSetting and perspectivesB2Can present a change of scene, place or person comprehensibly.
1688Signing competencesProductionPragmatic competenceSetting and perspectivesB2Can depict the role of a character, e.g. to demonstrate feelings.
1689Signing competencesProductionPragmatic competenceSetting and perspectivesB2Can depict a change of character perspective with body posture and/or the direction of vision.
1690Signing competencesProductionPragmatic competenceSetting and perspectivesB1+Can construct a setting in the signing space for a text (e.g. landscape, family, situation) in a linguistically correct manner.
1691Signing competencesProductionPragmatic competenceSetting and perspectivesB1+Can describe correctly the relative positions of entities with respect to each other.
1692Signing competencesProductionPragmatic competenceSetting and perspectivesB1+Can demonstrate a change of character perspective through an alteration in upper body posture.
1693Signing competencesProductionPragmatic competenceSetting and perspectivesB1Can represent the relative proportions and inter-relationships of e.g. a landscape in signing space.
1694Signing competencesProductionPragmatic competenceSetting and perspectivesB1Can envisage and describe ideas spatially.
1695Signing competencesProductionPragmatic competenceSetting and perspectivesB1Can develop a statement that maps ideas from near to far, and from small to big.
1696Signing competencesProductionPragmatic competenceSetting and perspectivesB1Can create a clear image in the signing space.
1697Signing competencesProductionPragmatic competenceSetting and perspectivesB1Can employ facial expressions appropriate to a character in a narrative.
1698Signing competencesProductionPragmatic competenceSetting and perspectivesB1Can refer to characters in a narrative by using depiction.
1699Signing competencesProductionPragmatic competenceSetting and perspectivesA2+Can use body posture to indicate different opinions in relation to an issue (e.g. by contrasting arguments for and against by a posture oriented to the right and to the left respectively).
1700Signing competencesProductionPragmatic competenceSetting and perspectivesA2+Can adopt a facial expression appropriate to the character, person or object being described.
1701Signing competencesProductionPragmatic competenceSetting and perspectivesA2+Can describe a person by using constructed action.
1702Signing competencesProductionPragmatic competenceSetting and perspectivesA2Can consistently maintain the relative sizes and proportions of objects (e.g. when peeling a banana).
1703Signing competencesProductionPragmatic competenceSetting and perspectivesA1No descriptors available
1704Signing competencesPragmatic competenceLanguage awareness and interpretationC2Can work out the main points of emphasis in sophisticated texts.
1705Signing competencesPragmatic competenceLanguage awareness and interpretationC2Can understand aesthetic signing in the context of use, even if they are not familiar with it.
1706Signing competencesPragmatic competenceLanguage awareness and interpretationC2Can interpret abstract poetic signs.
1707Signing competencesPragmatic competenceLanguage awareness and interpretationC2Can recognise rhetorical and stylistic devices in a signed text and understand their functions (e.g., repetition, rhyme, metaphor, irony).
1708Signing competencesPragmatic competenceLanguage awareness and interpretationC2Can understand signing in which the signer combines different stylistic devices simultaneously (e.g., non-dominant hand indicates a context, whereas dominant hand indicates an action from a different perspective, either being combined with non-manual expressions).
1709Signing competencesPragmatic competenceLanguage awareness and interpretationC2Can recognise a variation in the word order and describe its rhetorical effect (e.g., emphasis).
1710Signing competencesPragmatic competenceLanguage awareness and interpretationC2Can recognise when a signer employs the sustained hold of a sign as a prosodic or rhetorical device.
1711Signing competencesPragmatic competenceLanguage awareness and interpretationC1Can extract key information on an unfamiliar subject from a lengthy signed text.
1712Signing competencesPragmatic competenceLanguage awareness and interpretationC1Can decide whether or not a statement made about a text takes account of an implied meaning.
1713Signing competencesPragmatic competenceLanguage awareness and interpretationC1Can correctly interpret metalinguistic references within a signed text.
1714Signing competencesPragmatic competenceLanguage awareness and interpretationC1Can grasp unknown concepts by exploiting analogies explained in a text
1715Signing competencesPragmatic competenceLanguage awareness and interpretationC1Can distinguish between the use of body posture as a means of structuring the text (e.g., to separate arguments for and against) or as a grammatical device (e.g., for relative clauses).
1716Signing competencesPragmatic competenceLanguage awareness and interpretationC1Can understand complicated emotional states that the signer expresses non-manually and by constructed action.
1717Signing competencesPragmatic competenceLanguage awareness and interpretationC1Can identify and outline content which is expressed in creative images.
1718Signing competencesPragmatic competenceLanguage awareness and interpretationC1Can explain creative language games in which the signer uses, e.g. the handshape, as an aesthetic element.
1719Signing competencesPragmatic competenceLanguage awareness and interpretationB2+Can understand conveyed information that is implied, but not explicitly stated in a text (e.g., he went skiing, and I’ll visit him in hospital).
1720Signing competencesPragmatic competenceLanguage awareness and interpretationB2+Can follow the main points of a text even when the signer also makes digressions.
1721Signing competencesPragmatic competenceLanguage awareness and interpretationB2+Can recognise whether a signer is delivering a complex text in a relaxed or a tense way.
1722Signing competencesPragmatic competenceLanguage awareness and interpretationB2+Can recognise whether the signer produces a text in a specific rhythm and describe the effect of various rhythms.
1723Signing competencesPragmatic competenceLanguage awareness and interpretationB2+Can give reasons why the signer inserts pauses in a text, e.g., because they make sense as a structural element or because the signer has to reflect.
1724Signing competencesPragmatic competenceLanguage awareness and interpretationB2+Can understand who has what opinion and how these opinions relate to each other.
1725Signing competencesPragmatic competenceLanguage awareness and interpretationB2+Can recognise when a signer’s personal experiences influence the argumentation and when they do not.
1726Signing competencesPragmatic competenceLanguage awareness and interpretationB2Can determine whether the signing style used is in keeping with the content.
1727Signing competencesPragmatic competenceLanguage awareness and interpretationB2Can decide on the basis of the interlocutor’s signs and non-manual cues how certain the signer is about what they are saying (e.g., / / ).
1728Signing competencesPragmatic competenceLanguage awareness and interpretationB2Can distinguish productive signs with classifier constructions from imitative, iconic signs.
1729Signing competencesPragmatic competenceLanguage awareness and interpretationB2Can follow the signs made by an interlocutor even when less use is made of non-manual means.
1730Signing competencesPragmatic competenceLanguage awareness and interpretationB2Can describe the effect that the sign speed of a text has on them.
1731Signing competencesPragmatic competenceLanguage awareness and interpretationB2Can judge whether a person presents themselves in a way that is in keeping with the context and the type of text concerned (clothing, aura, well-groomed appearance).
1732Signing competencesPragmatic competenceLanguage awareness and interpretationB2Can deduce the meaning of unfamiliar signs using comparisons and analogies.
1733Signing competencesPragmatic competenceLanguage awareness and interpretationB1+Can understand the sequence of events from the sequence of statements made.
1734Signing competencesPragmatic competenceLanguage awareness and interpretationB1+Can understand simple “for” and “against” arguments on a particular issue.
1735Signing competencesPragmatic competenceLanguage awareness and interpretationB1+Can understand what advantages and disadvantages a text mentions on a subject.
1736Signing competencesPragmatic competenceLanguage awareness and interpretationB1+Can understand the key aspects of conclusions.
1737Signing competencesPragmatic competenceLanguage awareness and interpretationB1+Can recognise and correctly interpret important elements on the basis of non-manual components used for emphasis (e.g., facial expression, size of movement).
1738Signing competencesPragmatic competenceLanguage awareness and interpretationB1+Can infer from the classifiers used what general term is being talked about (e.g., “murder” from the handling of a murder weapon).
1739Signing competencesPragmatic competenceLanguage awareness and interpretationB1+Can distinguish between important and unimportant content in a text.
1740Signing competencesPragmatic competenceLanguage awareness and interpretationB1Can infer the temporal aspect from the movements of the upper body.
1741Signing competencesPragmatic competenceLanguage awareness and interpretationB1Can understand a text so well that they are emotionally affected.
1742Signing competencesPragmatic competenceLanguage awareness and interpretationB1Can recognise the non-manual elements employed by a signer to produce tension in the text.
1743Signing competencesPragmatic competenceLanguage awareness and interpretationB1Can correctly interpret the sign (e.g., to indicate a pause).
1744Signing competencesPragmatic competenceLanguage awareness and interpretationB1Can recognise and understand non-manual markers.
1745Signing competencesPragmatic competenceLanguage awareness and interpretationB1Can understand explanations so that they can implement instructions.
1746Signing competencesPragmatic competenceLanguage awareness and interpretationA2+Can understand an introduction to a subject and reproduce it in their own words.
1747Signing competencesPragmatic competenceLanguage awareness and interpretationA2+Can grasp the signer’s opinion on a subject.
1748Signing competencesPragmatic competenceLanguage awareness and interpretationA2+Can relate explanations and examples to one another.
1749Signing competencesPragmatic competenceLanguage awareness and interpretationA2+Can interpret emotions when the signer communicates these by means of facial expressions.
1750Signing competencesPragmatic competenceLanguage awareness and interpretationA2Can recognise whether or not they are addressed as the recipient.
1751Signing competencesPragmatic competenceLanguage awareness and interpretationA2Can understand the main points of signed texts on everyday topics
1752Signing competencesPragmatic competenceLanguage awareness and interpretationA2Can grasp and indicate the differences between things.
1753Signing competencesPragmatic competenceLanguage awareness and interpretationA2Can identify identical references even if these are expressed in different linguistic ways, e.g., by a lexical sign or by constructed action.
1754Signing competencesPragmatic competenceLanguage awareness and interpretationA2Can recognise unfamiliar signs in the continuous flow and ask what they mean.
1755Signing competencesPragmatic competenceLanguage awareness and interpretationA1Can distinguish between positive and negative attitudes on the basis of non-manual cues (e.g., eyebrows together v. high eyebrows).
1756Signing competencesPragmatic competenceLanguage awareness and interpretationA1Can understand the direct acceptance or rejection of requests/demands.
1757Signing competencesPragmatic competencePresence and effectC2Can be creative, without losing their train of thought.
1758Signing competencesPragmatic competencePresence and effectC2Can use a wide range of different ways to build up suspense and excitement (e.g. constructed action, rhetorical questions, varying rhythm).
1759Signing competencesPragmatic competencePresence and effectC2Can effortlessly and playfully employ handshapes as an aesthetic element, so that creative forms of language emerge.
1760Signing competencesPragmatic competencePresence and effectC2Can present thoughts and feelings in an artistic way by using a selection of signs and depiction, as appropriate.
1761Signing competencesPragmatic competencePresence and effectC1Can prepare well, so that while signing they do not need to think about content.
1762Signing competencesPragmatic competencePresence and effectC1Appears calm and relaxed when signing, even when a high degree of concentration is required.
1763Signing competencesPragmatic competencePresence and effectC1Can give the characters in a story their own individual linguistic profile (style, tone, register, etc.).
1764Signing competencesPragmatic competencePresence and effectC1Can use language to develop a narrative in such a way that the recipient can become immersed in what is happening in the story.
1765Signing competencesPragmatic competencePresence and effectC1Can alter the pace of signing (from slow to fast) in order to build up suspense.
1766Signing competencesPragmatic competencePresence and effectC1Can cause the recipients to be carried away by enthusiasm.
1767Signing competencesPragmatic competencePresence and effectC1Can employ exaggeration appropriately and effectively.
1768Signing competencesPragmatic competencePresence and effectB2+Can contribute unconventional and original reflections on the topic concerned in a linguistically skilful manner.
1769Signing competencesPragmatic competencePresence and effectB2+Can express their imagination and concepts creatively.
1770Signing competencesPragmatic competencePresence and effectB2+Can choose from a broad variety of non-manual means to build up suspense and excitement.
1771Signing competencesPragmatic competencePresence and effectB2+Can cause an audience to experience strong emotions (e.g. laughing, crying).
1772Signing competencesPragmatic competencePresence and effectB2Can describe an event in an exciting way.
1773Signing competencesPragmatic competencePresence and effectB2Can express complicated emotional states through constructed action and gesture.
1774Signing competencesPragmatic competencePresence and effectB2Can make relevant comparisons that help the recipient better grasp the information concerned.
1775Signing competencesPragmatic competencePresence and effectB2Can stimulate/awaken curiosity on the part of the recipient with regard to the ending to a text.
1776Signing competencesPragmatic competencePresence and effectB1+Can convey a new point of view in a way that makes the recipients think.
1777Signing competencesPragmatic competencePresence and effectB1+Can express the feelings of a person who is close to them.
1778Signing competencesPragmatic competencePresence and effectB1+Can use body language and facial expression to convey meaning.
1779Signing competencesPragmatic competencePresence and effectB1+Can emphasise what is important by using non-manual means and the extent of movements.
1780Signing competencesPragmatic competencePresence and effectB1Can hold the attention of the recipients by employing various means (e.g. rhetorical questions).
1781Signing competencesPragmatic competencePresence and effectB1Can tell a story in a credible way.
1782Signing competencesPragmatic competencePresence and effectB1Can express personal traits of a character.
1783Signing competencesPragmatic competencePresence and effectA2+Can present themselves in a polite and appropriate way.
1784Signing competencesPragmatic competencePresence and effectA2+Can state facts in a neutral manner, excluding emotional affectedness.
1785Signing competencesPragmatic competencePresence and effectA2+Can convey and stimulate feelings (e.g. joy, sadness).
1786Signing competencesPragmatic competencePresence and effectA2Can convey emotions through facial expression.
1787Signing competencesPragmatic competencePresence and effectA2Can employ depiction appropriately to express negative and positive feelings (e.g. eyebrows together: negative; eyebrows raised: positive).
1788Signing competencesPragmatic competencePresence and effectA1Can position themselves so that the signing is easily visible to the recipients.
1789Signing competencesPragmatic competencePresence and effectA1Can express emotional states through depiction only (without the need for lexical signs).
1790Signing competencesPragmatic competenceProcessing speedC2Can follow texts that are enacted in parallel (e.g., with two signers).
1791Signing competencesPragmatic competenceProcessing speedC2Can keep track of who is to take the next turn when several signers are involved, for example, in a panel discussion, by monitoring requests for a turn.
1792Signing competencesPragmatic competenceProcessing speedC2Can list the various aspects mentioned in a text even if the signer mentions them quickly one after the other.
1793Signing competencesPragmatic competenceProcessing speedC2Can easily understand fluently fingerspelled signs, even if they do not see every letter but perhaps only ergonomic word shapes.
1794Signing competencesPragmatic competenceProcessing speedC1Can follow a long fluidly signed text.
1795Signing competencesPragmatic competenceProcessing speedC1Can follow complicated reports without difficulty.
1796Signing competencesPragmatic competenceProcessing speedC1Can easily understand complex actions and relationships between objects/persons/places that are described using various classifier constructions.
1797Signing competencesPragmatic competenceProcessing speedC1Can follow how people react to one another’s communication behaviour even when several signers are involved, for example in a panel discussion.
1798Signing competencesPragmatic competenceProcessing speedC1Can understand a signed text even if the signer uses only one hand.
1799Signing competencesPragmatic competenceProcessing speedC1Can follow a text even when it contains several unknown signs.
1800Signing competencesPragmatic competenceProcessing speedC1Can understand a text even when certain signs or sentences are incomplete or not visible.
1801Signing competencesPragmatic competenceProcessing speedC1Can spot signing errors and correct them for themselves without query.
1802Signing competencesPragmatic competenceProcessing speedB2+Can follow unexpected news or video messages without preparation.
1803Signing competencesPragmatic competenceProcessing speedB2Can easily understand descriptions of actions even if the signer uses different classifier constructions (e.g., manipulators, substitutors).
1804Signing competencesPragmatic competenceProcessing speedB2Can follow even unexpected twists in a text.
1805Signing competencesPragmatic competenceProcessing speedB2Can understand rhythmically presented movement sequences and actions, and recognise their aesthetic quality.
1806Signing competencesPragmatic competenceProcessing speedB1+Can follow a long and slowly signed text, provided it is shown several times.
1807Signing competencesPragmatic competenceProcessing speedB1+Can follow the narration of a well-known story without difficulty.
1808Signing competencesPragmatic competenceProcessing speedB1+Can recognise and imitate various handshapes, even when the signer uses them in rapid succession.
1809Signing competencesPragmatic competenceProcessing speedB1+Can spot signing errors and ask for more precision or clarification.
1810Signing competencesPragmatic competenceProcessing speedB1Can follow a longer, fluidly signed text, provided it is repeated.
1811Signing competencesPragmatic competenceProcessing speedB1Can understand a relatively long text in one go, provided it is signed slowly.
1812Signing competencesPragmatic competenceProcessing speedB1Can understand designations (name, fingerspelled items, functions) for persons in a text and subsequent reference to them.
1813Signing competencesPragmatic competenceProcessing speedA2+Can follow the interlocutor’s signs, provided they are clearly visible.
1814Signing competencesPragmatic competenceProcessing speedA2Can understand fluent fingerspelling of letters, provided the producer repeats it, if necessary.
1815Signing competencesPragmatic competenceProcessing speedA1Can understand short, slowly and clearly signed texts in one go.
1816Signing competencesPragmatic competenceSigning fluencyC2No descriptors available; see C1
1817Signing competencesPragmatic competenceSigning fluencyC1Can sign rapidly in a steady rhythm.
1818Signing competencesPragmatic competenceSigning fluencyC1Can sign a longer text fluently and rhythmically.
1819Signing competencesPragmatic competenceSigning fluencyC1Can employ an extended hold of a sign (hold) as a rhetorical or prosodic feature.
1820Signing competencesPragmatic competenceSigning fluencyB2+Can sign at a fluent pace, even though some pauses for planning are still necessary.
1821Signing competencesPragmatic competenceSigning fluencyB2+Can relate fluently in a sign language a story that they know.
1822Signing competencesPragmatic competenceSigning fluencyB2+Can hold a sign with one hand in order to demonstrate something static (hold), while simultaneously using the other hand to continue signing.[1]
1823Signing competencesPragmatic competenceSigning fluencyB2Can sign at a comfortable pace, without needing to think about the individual signs.
1824Signing competencesPragmatic competenceSigning fluencyB2Can use pauses for effect at appropriate points.
1825Signing competencesPragmatic competenceSigning fluencyB2Can rhythmically represent the stages of a movement or activity (e.g. leaves falling down, hail).
1826Signing competencesPragmatic competenceSigning fluencyB2Can fingerspell fluently, connecting or blending elements smoothly.
1827Signing competencesPragmatic competenceSigning fluencyB1+Can sign a fluent transition between related points.
1828Signing competencesPragmatic competenceSigning fluencyB1Can sign a short text rhythmically.
1829Signing competencesPragmatic competenceSigning fluencyB1Can employ sequences of handshapes and/or the handshapes for fingerspelling fluently.
1830Signing competencesPragmatic competenceSigning fluencyA2+Can sign a simple sentence rhythmically.
1831Signing competencesPragmatic competenceSigning fluencyA2Can indicate the end of a sentence clearly by leaving a pause.
1832Signing competencesPragmatic competenceSigning fluencyA1No descriptors available

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