A topic that often comes up in discussions is the role the Common European Framework of Reference (CEFR) for languages and can do statements can play in preparing and delivering effective language training in corporate settings. With this in mind, I have put together a set of resources which provide some background and some specific examples from BE practitioners using can do statements in their corporate training, which I’m sharing here in the hope that others may also find them helpful (and perhaps inspiring!).
Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers
With the above link, you can download a very clear introduction to the Common European Framework of Reference (CEFR) produced by Cambridge University Press.
The ALTE can do project
This links to a document from the Association of Language Teachers in Europe (ALTE) website which provides work-related can do statements that correspond to the CEFR.
- On page 13 you’ll find the ALTE Work statements summary of work-related can do descriptors for the four skills: Listening, Speaking, Reading and Writing.
- On page 24 you’ll find the beginning of a section that relates the ALTE ‘Can do’ statements to the Common European Framework (CEFR).
- On page 38 a full set of ALTE Can Do statements begins grouped under three headings:
- A: Social and Tourist
- B: Work
- C: Study
- The work-related statements begin on page 69.
Charles Rei on can do statements
Here is an interview with business communication trainer Charles Rei, in which he explains how he uses can do statement in his corporate training:
Can Do statements – A practical and inspirational tool for Business English training
This is a link to the slides from a very interesting IATEFL BESIG workshop given by Lesley Crowe and Tim Phillips in which they described how can do statements play a central role in their approach to corporate business communication training.
A website that “describes what aspects of English are typically learned at each CEFR level.” Here’s an introductory video from Cambridge University Press: