Differences ACTFL CEFR 21st Learning Century National Curriculum
Communications 1. Interpersonal A1
2. Interpretive 1. Learners can understand
3. Presentational and use familiar
everyday expressions
and very basic phrases
aimed at the satisfaction
of needs of a concrete
type.
2. Learners 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.
3. Learners can interact in a
simple way provided the
other person talks slowly
and clearly and is
prepared to help.
A2
1. Learners 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).
2. Learners can
communicate in simple
and routine tasks
requiring a simple and
direct exchange of
information on familiar
and routine matters.
3. Learners can describe in
simple terms aspects of
his/her background,
immediate environment
and matters in areas of
immediate need.
Cultures 1. Relating cultural B1
practices to perspectives 1. Learners can understand
(learners use language to the main points of clear
investigate, explain, and standard input on
reflect on the relationship familiar matters
between the practices and regularly encountered in
perspectives) work, school, leisure,
2. Relating culture etc.
products to perspective 2. Learners can deal with
(learners use language to most situations likely to
investigate, explain, and arise while travelling in
reflect on the relationship an area where the
between products and language is spoken.
perspectives of the 3. Learners can produce
cultures studied) simple connected text on
topics which are familiar
or of personal interest.
4. Learners can describe
experiences and events,
dreams, hopes and
ambitions and briefl give
reasons and explanations
for opinions and plans.
Connections 1. Making connections B2
(learners build, reinforce, 1. Learners can understand
and expand their the main ideas of
knowledge of other complex text on both
disciplines while using the concrete and abstract
language to develop topics, including
critical thinking and to technical discussions in
solve problem creativity) his/her field of
2. Acquiring information specialization.
and diverse perspectives 2. Learners can interact
(learners access and with a degree of fl uency
evaluate information and and spontaneity that
diverse perspectives that makes regular interaction
are available through the with native speakers
language and its cultures) quite possible without
strain for either party.
3. Learners 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.
Comparisons 1. Language comparison ( C1
learners use language to
investigate, explain, and 1. Learners can understand
reflect on the nature of a wide range of
language through demanding, longer texts,
comparisons of the and recognize implicit
language studied and their meaning.
own) 2. Learners can express
2. Cultural comparison him/herself fl uently and
(learners use language to spontaneously without
investigate, explain, and much obvious searching
reflect on the concept of for expressions.
culture through 3. Learners can use
comparisons of the language fl exibly and
cultures studied and their effectively for social,
own) academic and
professional purposes.
4. Learners can produce
clear, well-structured,
detailed text on complex
subjects, showing
controlled use of
organizational patterns,
connectors and cohesive
devices.
Community 1. School and global C2
communities (learners use 1. Learners can understand
language both within and with ease virtually
beyond the classroom to everything heard or read.
interact and elaborate in 2. Learners can summarize
their community and the information from
globalized world) different spoken and
2. Lifelong learning written sources,
(learners set goals and reconstructing arguments
reflect on their progress in and accounts in a
using language for coherent presentation.
enjoyment, enrichment, 3. Learners can express
and advancement) him/herself
spontaneously, very fl
uently and precisely,
differentiating fi ner
shades of meaning even
in more complex
situations.