Language Proficiency Levels
Understand the CEFR language proficiency framework with our helpful guide
CEFR Language Levels
The Common European Framework of Reference for Languages (CEFR) is a system for assessing and describing language skills for any language. It is not related to examination or curriculum standards. The CEFR scale describes what language users can do with their level of language use, from the most basic interactions up to the highest technical and formal levels.
Put very simply, the CEFR scale begins at level A for basic users. Level B covers language users who are more independent. Level C is for the most proficient users. Each level is broken down into two sub-levels, where A1 is the lowest and C2 is the highest.
When you take a course at a language school, you will study in a class alongside students at the same CEFR level as you. This approach ensures you gain the skills, vocabulary and fluency you need across all aspects of your language use, designed to help you move up the CEFR scale to higher levels.
If you don’t yet know your CEFR level, don’t worry! Before you travel you will be asked to complete a short assessment so your language school can place you in the right class for your level. Many schools also carry out short speaking assessments on your first day. Don’t worry about “passing” the test: there is no pass or fail. It’s designed to assess where you are now so the language school can help you achieve your language goals.
This page explains the levels in more detail and provides links to self-assessment grids and online tests provided by the Institut Francais, Goethe-Institut and Instituto Cervantes.
CEFR language level descriptions
Breakthrough
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
Waystage
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
Vantage
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
Threshold
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Effective operational proficiency
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Mastery
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.
CEFR Language Level FAQs
There’s no direct link between A-level performance and CEFR levels. The reason for this is that CEFR levels describe language proficiency across all areas of language use in all situations, whereas A-level assesses performance across a narrower range of syllabus-specific topics and skills. For example, you may be able to hold a B2-level conversation about a topic on your A-level specification, but in general interactions you may be at A2 level.
There is no single figure for this, but many organisations suggest it takes 100–150 hours of guided learning to progress from one language level to the next. So if you are starting from nothing, it will take around you around 100 hours to reach A1 in your target language, where are able to communicate in short phrases and say a little about yourself. Then to progress to A1 level, you will need around 100 more hours of guided learning.
Figures vary for C2 level, but it is common to see estimates of around 1,000 hours of learning.
This will of course vary between learners, especially when considering whether one learner is immersed in the target language while another is studying only in a classroom. That’s why a language course abroad adds so much value in reinforcing progress made in lessons.
