QUADRO COMUNE EUROPEO DI RIFERIMENTO

The levels of the AZB Cooperform courses refer to the Common European Framework of Reference (CEFR) developed by the Council of Europe to create a standard common description for each level of language proficiency.

The CEFR identifies six levels of linguistic competence (from A1 to C2) and defines and describes the skills achieved for each level. Thanks to its decades of experience, AZB Cooperform has developed guidelines for those approaching the study of languages. These guidelines advise our members on the number of language study hours deemed necessary to acquire sufficient competence to pass from one level of the CEFR to the next. Our guidelines are not only the fruit of AZB Cooperform experience but also comply with the guidelines developed by the major certification bodies of language skills (such as Cambridge Assessment).

AZB Cooperform’s guidelines are an estimate plus a guide for everyone who uses our services. There may be people capable of making their own path from one CEFR level to another in shorter times, just as there might be others that take longer to learn. This is because learning is a personal process and it is not limited only to the hours of frontal lessons, but also consists of exercise and use of the language in everyday life.

For levels A1-A2 we recommend at least one hundred hours of language study for each level, while for higher levels we recommend over one hundred hours of study to pass to the next for each level.
Are you unsure of your language level? You can take our free language test or run a short self-assessment.

A1

They can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of concrete needs. They can introduce themselves and others and ask questions and answer personal details such as where they live, the people they know and the things they own. They interact simply as long as the other person speaks slowly and clearly and is willing to cooperate.

A2

They can understand sentences and frequently used expressions relating to areas of immediate relevance (eg. basic personal and family information, grocery shopping, local geography, employment). They communicate simple, routine tasks that require a simple exchange of information on familiar and common topics. They can describe aspects of their background, of the surrounding environment in simple terms. They know how to express immediate needs.

B1

They understand the key points of familiar topics relating to school, leisure, etc. They can move confidently in situations that may arise while travelling in the country whose language they speak. They can produce simple text on familiar topics or of personal interest. They can express experiences and events, dreams, hopes and ambitions and to briefly explain the reasons for their views and plans.

B2

They can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialisation. They can interact with a degree of fluency and spontaneity that makes natural interaction with native speakers possible without strain for either party. They can produce clear, detailed text on a wide range of topics and explain a point of view on a topic giving the pros and cons of various options.

C1

They can understand a wide range of complex and long texts and can recognize their implicit meaning. They express themselves with ease and naturalness. They use the language flexibly and effectively for social, professional and academic purposes. They can produce clear, well-constructed, detailed texts on complex topics, showing a sure control of the textual structure, connectors and elements of cohesion.

C2

They can easily understand practically everything they hear and read. They can summarise information from different spoken and written sources, restructuring topics into a coherent presentation. He knows how to express himself spontaneously, very smoothly and precisely, identifying the most subtle nuances of meaning in complex situations.