A comparison between the ILR self-assessment grids (read,[25] listen [26] [27]) and the GER evaluation grid [28] could, however, indicate a different equivalence:[29] These descriptors may apply to each of the languages spoken in Europe, and there are translations in many languages. The ability to express oneself in a limited way in familiar situations and to deal generally with non-routine information. For example, asking CAN to open an account in a bank, provided the procedure is simple. Canada is increasingly using GER in a small number of areas. GER-compatible tests are carried out, such as DELF/DALF (French) and DELE (Spanish). Universities are increasingly structuring their programs at the GER level. Larry Vandergrift of the University of Ottawa proposed that the Canadian NFR be adopted in his proposal report for a Common Framework of Reference for Languages for Canada, published by Heritage Canada. [32] [33] This report compares the GER with other standards applicable in Canada and provides an equivalency table. The resulting correspondence between the ILR and ACTFL scales does not agree with the generally accepted agreement. [36] ACTFL standards have been designed to ensure that Novice, Intermediate, Advanced and Superior 0/0, 1/1, 2/2 and 3/3, respectively, correspond to the DER scale. [37] The ILR and NB OPS scales do not match either, although the latter was nested in the first. [33] . There are six levels: A1, A2, B1, B2, C1, C2.

This data is described in the table below. Click here to take a test to see what level you want to study at and here to see what grammar you need to know at each level. A basic ability to communicate and exchange information in a simple way. Example: CAN ask simple questions on a menu and understand simple answers. Practical tests at A1 the ability to achieve most goals and express themselves on a number of topics. For example: can show visitors around and give a detailed description of a place. A draft version of the language examination manual of the Common European Framework for Languages (CER) was published in 2003. This project has been tested in a number of projects, including the association of a single test with the ERC, the articulation between examination collections at different levels and national studies by review panels and research institutes.

Practitioners and academics shared their experiences at a symposium in Cambridge in 2007, and pilot studies and case results were published in language testing (SiLT) studies. [3] The results of the pilot projects then informed the manual review project in 2008-09. GERD divides general skills into knowledge, skills and existential skills, with specific communication skills in the areas of language skills, sociolinguistic skills and pragmatic skills. This distribution does not exactly correspond to the concepts known to date of communicative competence, but correspondences can be made between them. [4] The GER has three main dimensions: language activities, the areas in which language activities take place, and the skills we anticipate when we participate. [5] Educational institutions of different languages have provided estimates of the amount of education required to reach the level in the language concerned. In Germany, Telc, a non-profit agency, is the federal government`s exclusive partner for language tests carried out at the end of integration courses for migrants according to GER standards. [16] The following table summarizes the results of Martinez Baztén,[19] the equivalences between the GER and ACTFL standards, the equivalencies proposed in 2005 by Erwin Tschirner of the University of Leipzig[20] (also cited by Martinez Baztén[21] and the equivalencies of Buitrago (unpublished, 2006) as cited in Der Martenez Baztén 2008. [22] The ability to communicate with the emphasis on how well done in terms of adequacy, sensitivity and ability to deal with unknown subjects.