| Nivel |
Actividad o Competencia |
Tipo de comunicación |
Destreza |
Descriptor |
| B2 | Communicative language activities | Oral comprehension | Overall oral comprehension | Can understand the main ideas of propositionally and linguistically complex discourse on both concrete and abstract topics delivered in standard language or a familiar variety, including technical discussions in their field of specialisation. |
| B2 | Communicative language activities | Oral comprehension | Overall oral comprehension | Can follow extended discourse and complex lines of argument, provided the topic is reasonably familiar, and the direction of the argument is signposted by explicit markers. |
| B2 | Communicative language activities | Oral comprehension | Understanding conversation between other people | Can with some effort catch much of what is said around them, but may find it difficult to participate effectively in discussion with several users of the target language who do not modify their language in any way. |
| B2 | Communicative language activities | Oral comprehension | Understanding conversation between other people | Can identify the main reasons for and against an argument or idea in a discussion conducted in clear standard language or a familiar variety. |
| B2 | Communicative language activities | Oral comprehension | Understanding conversation between other people | Can follow chronological sequence in extended informal discourse, e.g. in a story or anecdote. |
| B2 | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can follow complex lines of argument in a clearly articulated lecture, provided the topic is reasonably familiar. |
| B2 | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can distinguish main themes from asides, provided the lecture or talk is delivered in standard language or a familiar variety. |
| B2 | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can recognise the point of view expressed and distinguish this from facts being reporting. |
| B2 | Communicative language activities | Oral comprehension | Understanding announcements and instructions | Can understand announcements and messages on concrete and abstract topics delivered in standard language or a familiar variety at normal speed. |
| B2 | Communicative language activities | Oral comprehension | Understanding announcements and instructions | Can understand detailed instructions well enough to be able to follow them successfully. |
| B2 | Communicative language activities | Oral comprehension | Understanding audio (or signed) media and recordings | Can understand most documentaries and most other recorded or broadcast material delivered in the standard form of the language and can identify mood, attitude, etc. |
| B2 | Communicative language activities | Audio-visual comprehension | Watching TV, film and video | Can understand most TV news and current affairs programmes. |
| B2 | Communicative language activities | Audio-visual comprehension | Watching TV, film and video | Can understand documentaries, live interviews, talk shows, plays and the majority of films in the standard form of the language or a familiar variety. |
| B2 | Communicative language activities | Reading comprehension | Overall reading comprehension | Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms. |
| B2 | Communicative language activities | Reading comprehension | Reading correspondence | Can read correspondence relating to their field of interest and readily grasp the essential meaning. |
| B2 | Communicative language activities | Reading comprehension | Reading correspondence | Can understand what is said in a personal e-mail or posting even where some colloquial language is used. |
| B2 | Communicative language activities | Reading comprehension | Reading for orientation | Can scan quickly through long and complex texts, locating relevant details. |
| B2 | Communicative language activities | Reading comprehension | Reading for orientation | Can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile. |
| B2 | Communicative language activities | Reading comprehension | Reading for information and argument | Can understand articles and reports concerned with contemporary problems in which particular stances or viewpoints are adopted. |
| B2 | Communicative language activities | Reading comprehension | Reading for information and argument | Can recognise when a text provides factual information and when it seeks to convince readers of something. |
| B2 | Communicative language activities | Reading comprehension | Reading for information and argument | Can recognise different structures in discursive text: contrasting arguments, problem–solution presentation and cause–effect relationships. |
| B2 | Communicative language activities | Reading comprehension | Reading instructions | Can understand lengthy, complex instructions in their field, including details on conditions and warnings, provided they can reread difficult sections. |
| B2 | Communicative language activities | Reading comprehension | Reading as a leisure activity | Can read for pleasure with a large degree of independence, adapting style and speed of reading to different texts (e.g. magazines, more straightforward novels, history books, biographies, travelogues, guides, lyrics, poems), using appropriate reference sources selectively. |
| B2 | Communicative language activities | Reading comprehension | Reading as a leisure activity | Can read novels with a strong, narrative plot and that use straightforward, unelaborated language, provided they can take their time and use a dictionary. |
| B2 | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | Can use a variety of strategies to achieve comprehension, including watching out for main points and checking comprehension by using contextual clues. |
| B2 | Communicative language activities | Oral production | Overall oral production | Can give clear, detailed descriptions and presentations on a wide range of subjects related to their field of interest, expanding and supporting ideas with subsidiary points and relevant examples. |
| B2 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can give clear, detailed descriptions on a wide range of subjects related to their field of interest. |
| B2 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can describe the personal significance of events and experiences in detail. |
| B2 | Communicative language activities | Oral production | Sustained monologue: giving information | Can communicate detailed information reliably. |
| B2 | Communicative language activities | Oral production | Sustained monologue: giving information | Can give a clear, detailed description of how to carry out a procedure. |
| B2 | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can develop a clear argument, expanding and supporting their points of view at some length with subsidiary points and relevant examples. |
| B2 | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can construct a chain of reasoned argument. |
| B2 | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. |
| B2 | Communicative language activities | Oral production | Public announcements | Can deliver announcements on most general topics with a degree of clarity, fluency and spontaneity which causes no strain or inconvenience to the recipient. |
| B2 | Communicative language activities | Oral production | Addressing audiences | Can give a clear, prepared presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options. |
| B2 | Communicative language activities | Oral production | Addressing audiences | Can take a series of follow-up questions with a degree of fluency and spontaneity which poses no strain for either themselves or the audience. |
| B2 | Communicative language activities | Written production | Overall written production | Can produce clear, detailed texts on a variety of subjects related to their field of interest, synthesising and evaluating information and arguments from a number of sources. |
| B2 | Communicative language activities | Written production | Creative writing | Can give clear, detailed descriptions on a variety of subjects related to their field of interest. |
| B2 | Communicative language activities | Written production | Creative writing | Can give a review of a film, book or play. |
| B2 | Communicative language activities | Written production | Reports and essays | Can produce an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages and disadvantages of various options. |
| B2 | Communicative language activities | Written production | Reports and essays | Can synthesise information and arguments from a number of sources. |
| B2 | Communicative language strategies | | Planning | Can plan what is to be said and the means to say it, considering the effect on the recipient(s). |
| B2 | Communicative language strategies | | Compensating | Can address most communication problems by using circumlocution, or by avoiding difficult expressions. |
| B2 | Communicative language strategies | | Monitoring and repair | Can correct slips and errors that they become conscious of, or that have led to misunderstandings. |
| B2 | Communicative language strategies | | Monitoring and repair | Can make a note of their recurring mistakes and consciously monitor for them. |
| B2 | Communicative language activities | Oral interaction | Overall oral interaction | Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with users of the target language, quite possible without imposing strain on either party. Can highlight the personal significance of events and experiences, and account for and sustain views clearly by providing relevant explanations and arguments. |
| B2 | Communicative language activities | Oral interaction | Understanding an interlocutor | Can understand in detail what is said to them in the standard language or a familiar variety even in a [audially/visually] noisy environment. |
| B2 | Communicative language activities | Oral interaction | Conversation | Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a [audially/visually] noisy environment. |
| B2 | Communicative language activities | Oral interaction | Conversation | Can sustain relationships with users of the target language without unintentionally amusing or irritating them or requiring them to behave other than they would with another proficient language user. |
| B2 | Communicative language activities | Oral interaction | Conversation | Can convey degrees of emotion and highlight the personal significance of events and experiences. |
| B2 | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can take an active part in informal discussion in familiar contexts, commenting, putting a point of view clearly, evaluating alternative proposals and making and responding to hypotheses. |
| B2 | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can with some effort catch much of what is said around them in discussion, but may find it difficult to participate effectively in discussion with several users of the target language who do not modify their language in any way. |
| B2 | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can account for and sustain their opinions in discussion by providing relevant explanations, arguments and comments. |
| B2 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can participate actively in routine and non-routine formal discussion. |
| B2 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can follow the discussion on matters related to their field, understand in detail the points given prominence. |
| B2 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can contribute, account for and sustain their opinion, evaluate alternative proposals and make and respond to hypotheses. |
| B2 | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Can understand detailed instructions reliably. |
| B2 | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Can help along the progress of the work by inviting others to join in, express what they think, etc. |
| B2 | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches. |
| B2 | Communicative language activities | Oral interaction | Obtaining goods and services | Can state requirements and ask detailed questions regarding more complex services, e.g. rental agreements. |
| B2 | Communicative language activities | Oral interaction | Obtaining goods and services | Can explain a problem which has arisen and make it clear that the provider of the service/customer must make a concession. |
| B2 | Communicative language activities | Oral interaction | Information exchange | Can pass on detailed information reliably. |
| B2 | Communicative language activities | Oral interaction | Interviewing and being interviewed | Can take the initiative in an interview, and expand and develop ideas with little help or prodding from an interviewer. |
| B2 | Communicative language activities | Oral interaction | Using telecommunications | Can use telecommunications for a variety of personal and professional purposes, provided they can ask for clarification if the accent or terminology is unfamiliar. |
| B2 | Communicative language activities | Oral interaction | Using telecommunications | Can participate in extended casual conversation over the phone with a known person on a variety of topics. |
| B2 | Communicative language activities | Written interaction | Overall written interaction | Can express news and views effectively in writing, and relate to those of others. |
| B2 | Communicative language activities | Written interaction | Correspondence | Can compose letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent’s news and views. |
| B2 | Communicative language activities | Written interaction | Correspondence | Can use formality and conventions appropriate to the context when writing personal and professional letters and e-mails. |
| B2 | Communicative language activities | Written interaction | Correspondence | Can compose formal e-mails/letters of invitation, thanks or apology using appropriate registers and conventions. |
| B2 | Communicative language activities | Written interaction | Correspondence | Can compose non-routine professional letters, using appropriate structure and conventions, provided these are restricted to matters of fact. |
| B2 | Communicative language activities | Written interaction | Correspondence | Can obtain, by letter or e-mail, information required for a particular purpose, collate it and forward it by e-mail to other people. |
| B2 | Communicative language activities | Written interaction | Notes, messages and forms | Can take or leave complex personal or professional messages, provided they can ask for clarification or elaboration if necessary. |
| B2 | Communicative language activities | Online interaction | Online conversation and discussion | Can participate actively in an online discussion, stating and responding to opinions on topics of interest at some length, provided contributors avoid unusual or complex language and allow time for responses. |
| B2 | Communicative language activities | Online interaction | Online conversation and discussion | Can engage in online exchanges between several participants, effectively linking their contributions to previous ones in the thread, provided a moderator helps manage the discussion. |
| B2 | Communicative language activities | Online interaction | Online conversation and discussion | Can recognise misunderstandings and disagreements that arise in an online interaction and deal with them, provided the interlocutor(s) are willing to co-operate. |
| B2 | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can collaborate online with a group that is working on a project, justifying proposals, seeking clarification and playing a supportive role in order to accomplish shared tasks. |
| B2 | Communicative language strategies | | Turntaking | Can intervene appropriately in discussion, exploiting appropriate language to do so. |
| B2 | Communicative language strategies | | Turntaking | Can initiate, maintain and end discourse appropriately with effective turntaking. |
| B2 | Communicative language strategies | | Turntaking | Can initiate discourse, take their turn when appropriate and end conversation when they need to, though they may not always do this elegantly. |
| B2 | Communicative language strategies | | Turntaking | Can use stock phrases (e.g. “That’s a difficult question to answer”) to gain time and keep the turn whilst formulating what they want to express. |
| B2 | Communicative language strategies | | Co-operating | Can help the discussion along on familiar ground, confirming comprehension, inviting others in, etc. |
| B2 | Communicative language strategies | | Co-operating | Can summarise the point reached at a particular stage in a discussion and propose the next steps. |
| B2 | Communicative language strategies | | Asking for clarification | Can ask for explanation or clarification to ensure they understand complex, abstract ideas. |
| B2 | Communicative language strategies | | Asking for clarification | Can formulate follow-up questions to a member of a group to clarify an issue that is implicit or poorly articulated. |
| B2 | Communicative language activities | | Overall mediation | Can work collaboratively with people from different backgrounds, creating a positive atmosphere by providing support, asking questions to identify common goals, comparing options for how to achieve them and explaining suggestions for what to do next. Can further develop others’ ideas, pose questions that invite reactions from different perspectives and propose a solution or next steps. Can convey detailed information and arguments reliably, e.g. the significant point(s) contained in complex but well-structured texts within their fields of professional, academic and personal interest. |
| B2 | Communicative language activities | Mediating a text | Relaying specific information in speech or sign | Can relay (in Language B) the main point(s) contained in formal correspondence and/or reports (in Language A) on general subjects and on subjects related to their fields of interest. |
| B2 | Communicative language activities | Mediating a text | Relaying specific information in writing | Can relay in a written report (in Language B) relevant decisions that were taken in a meeting (in Language A). |
| B2 | Communicative language activities | Mediating a text | Relaying specific information in writing | Can relay in writing (in Language B) the significant point(s) contained in formal correspondence (in Language A). |
| B2 | Communicative language activities | Mediating a text | Explaining data in speech or sign | Can interpret and describe reliably (in Language B) detailed information contained in complex diagrams, charts and other visually organised information (with text in Language A) on topics in their fields of interest. |
| B2 | Communicative language activities | Mediating a text | Explaining data in writing | Can interpret and present reliably in writing (in Language B) detailed information from diagrams and visually organised data in their fields of interest (with text in Language A). |
| B2 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can synthesise and report (in Language B) information and arguments from a number of sources (in Language A). |
| B2 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) a wide range of factual and imaginative texts (in Language A), commenting on and discussing contrasting points of view and the main themes. |
| B2 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) the important points made in longer, complex texts (in Language A) on subjects of current interest, including their fields of special interest. |
| B2 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can recognise the intended audience of a text (in Language A) on a topic of interest and explain (in Language B) the purpose, attitudes and opinion of the author. |
| B2 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) extracts from news items, interviews or documentaries containing opinions, arguments and discussions (in Language A). |
| B2 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) the plot and sequence of events in a film or play (in Language A). |
| B2 | Communicative language activities | Mediating a text | Processing text in writing | Can summarise in writing (in Language B) the main content of complex texts (in Language A) on subjects related to their fields of interest and specialisation. |
| B2 | Communicative language activities | Mediating a text | Translating a written text in writing | Can produce translations (into Language B) that closely follow the sentence and paragraph structure of the original text (in Language A), conveying the main points of the source text accurately, though the translation may read awkwardly. |
| B2 | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike them as important, even though they tend to concentrate on the actual formulation and therefore to miss some information. |
| B2 | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Can take accurate notes in meetings and seminars on most matters likely to arise within their field of interest. |
| B2 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can give a clear presentation of their reactions to a work, developing their ideas and supporting them with examples and arguments. |
| B2 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can give a personal interpretation of the development of a plot, the characters and themes in a story, novel, film or play. |
| B2 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can describe their emotional response to a work and elaborate on the way in which it has evoked this response. |
| B2 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can express in some detail their reactions to the form of expression, style and content of a work, explaining what they appreciated and why. |
| B2 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can compare two works, considering themes, characters and scenes, exploring similarities and contrasts and explaining the relevance of the connections between them. |
| B2 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can give a reasoned opinion of a work, showing awareness of the thematic, structural and formal features and referring to the opinions and arguments of others. |
| B2 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can evaluate the way the work encourages identification with characters, giving examples. |
| B2 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can describe the way in which different works differ in their treatment of the same theme. |
| B2 | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can ask questions to stimulate discussion on how to organise collaborative work. |
| B2 | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can help define goals for teamwork and compare options for how to achieve them. |
| B2 | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can refocus a discussion by suggesting what to consider next, and how to proceed. |
| B2 | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can further develop other people’s ideas and opinions. |
| B2 | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can present their ideas in a group and pose questions that invite reactions from other group members’ perspectives. |
| B2 | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can consider two different sides of an issue, giving arguments for and against, and propose a solution or compromise. |
| B2 | Communicative language activities | Mediating concepts | Managing interaction | Can explain the different roles of participants in the collaborative process, giving clear instructions for group work. |
| B2 | Communicative language activities | Mediating concepts | Managing interaction | Can explain ground rules of collaborative discussion in small groups that involves problem solving or the evaluation of alternative proposals. |
| B2 | Communicative language activities | Mediating concepts | Managing interaction | Can intervene when necessary to set a group back on task with new instructions or to encourage more even participation. |
| B2 | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can formulate questions and feedback to encourage people to expand on their thinking and justify or clarify their opinions. |
| B2 | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can build on people’s ideas and link them into coherent lines of thinking. |
| B2 | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can ask people to explain how an idea fits with the main topic under discussion. |
| B2 | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can encourage a shared communication culture by expressing understanding and appreciation of different ideas, feelings and viewpoints, and inviting participants to contribute and react to each other’s ideas. |
| B2 | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can work collaboratively with people who have different cultural orientations, discussing similarities and differences in views and perspectives. |
| B2 | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can, when collaborating with people from other cultures, adapt the way they work in order to create shared procedures. |
| B2 | Communicative language activities | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | Can communicate (in Language B) the sense of what is said in a welcome address, anecdote or presentation in their field (given in Language A), interpreting cultural cues appropriately and giving additional explanations when necessary, provided the presenter stops frequently in order to allow time for them to do so. |
| B2 | Communicative language activities | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | Can communicate (in Language B) the sense of what is said (in Language A) on subjects within their fields of interest, conveying and when necessary explaining the significance of important statements and viewpoints, provided the interlocutors give clarifications if needed. |
| B2 | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can, by asking questions, identify areas of common ground and invite each side to highlight possible solutions. |
| B2 | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can outline the main points in a disagreement with reasonable precision and explain the positions of the parties involved. |
| B2 | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can summarise the statements made by the two sides, highlighting areas of agreement and obstacles to agreement. |
| B2 | Communicative language strategies | Strategies to explain a new concept | Linking to previous knowledge | Can formulate questions and give feedback to encourage people to make connections to previous knowledge and experiences. |
| B2 | Communicative language strategies | Strategies to explain a new concept | Linking to previous knowledge | Can explain a new concept or procedure by comparing and contrasting it to one that people are already familiar with. |
| B2 | Communicative language strategies | Strategies to explain a new concept | Adapting language | Can make accessible for others the main contents of a text on a subject of interest (e.g. an essay, a forum discussion, a presentation) by paraphrasing in simpler language. |
| B2 | Communicative language strategies | Strategies to explain a new concept | Breaking down complicated information | Can make a complicated process easier to understand by breaking it down into a series of smaller steps. |
| B2 | Communicative language strategies | Strategies to simplify a text | Amplifying a dense text | Can make concepts on subjects in their fields of interest more accessible by giving concrete examples, recapitulating step by step and repeating the main points. |
| B2 | Communicative language strategies | Strategies to simplify a text | Amplifying a dense text | Can make new information more accessible by using repetition and adding illustrations. |
| B2 | Communicative language strategies | Strategies to simplify a text | Streamlining a text | Can edit a source text by deleting the parts that do not add new information that is relevant for a given audience in order to make the significant content more accessible for them. |
| B2 | Communicative language strategies | Strategies to simplify a text | Streamlining a text | Can identify related or repeated information in different parts of a text and merge it in order to make the essential message clearer. |
| B2 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | **Can describe and evaluate the viewpoints and practices of their own and other social groups, showing awareness of the implicit values on which judgments and prejudices are frequently based. |
| B2 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | **Can explain their interpretation of the cultural assumptions, preconceptions, stereotypes and prejudices of their own community and of other communities that they are familiar with. |
| B2 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | **Can interpret and explain a document or event from another culture and relate it to documents or events from their own culture(s) and/or from cultures with which they are familiar. |
| B2 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | **Can discuss the objectivity and balance of information and opinions expressed in the media about their own and other communities. |
| B2 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can identify and reflect on similarities and differences in culturally determined behavioural patterns (e.g. gestures and speech volume or, for sign languages, sign size) and discuss their significance in order to negotiate mutual understanding. |
| B2 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can, in an intercultural encounter, recognise that what one normally takes for granted in a particular situation is not necessarily shared by others, and can react and express themselves appropriately. |
| B2 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can generally interpret cultural cues appropriately in the culture concerned. |
| B2 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can reflect on and explain particular ways of communicating in their own and other cultures, and the risks of misunderstanding they generate. |
| B2 | Plurilingual and pluricultural competence | | Plurilingual comprehension | Can use their knowledge of contrasting genre conventions and textual patterns in languages in their plurilingual repertoire in order to support comprehension. |
| B2 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | **Can recognise the extent to which it is appropriate to make flexible use of different languages in their plurilingual repertoire in a specific situation, in order to increase the efficiency of communication. |
| B2 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | **Can alternate efficiently between languages in their plurilingual repertoire in order to facilitate comprehension with and between third parties who lack a common language. |
| B2 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | **Can introduce into an utterance an expression from another language in their plurilingual repertoire that is particularly apt for the situation/concept being discussed, explaining it for the interlocutor when necessary. |
| B2 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can alternate between languages in their plurilingual repertoire in order to communicate specialised information and issues on a subject in their field of interest to different interlocutors. |
| B2 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can make use of different languages in their plurilingual repertoire during collaborative interaction, in order to clarify the nature of a task, the main steps, the decisions to be taken and the outcomes expected. |
| B2 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can make use of different languages in their plurilingual repertoire to encourage other people to use the language in which they feel more comfortable |
| B2 | Communicative language competences | Linguistic competence | General linguistic range | Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words/signs, using some complex sentence forms to do so. |
| B2 | Communicative language competences | Linguistic competence | Vocabulary range | Has a good range of vocabulary for matters connected to their field and most general topics. |
| B2 | Communicative language competences | Linguistic competence | Vocabulary range | Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. |
| B2 | Communicative language competences | Linguistic competence | Vocabulary range | Can produce appropriate collocations of many words/signs in most contexts fairly systematically. |
| B2 | Communicative language competences | Linguistic competence | Vocabulary range | Can understand and use much of the specialist vocabulary of their field but has problems with specialist terminology outside it. |
| B2 | Communicative language competences | Linguistic competence | Grammatical accuracy | Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding. |
| B2 | Communicative language competences | Linguistic competence | Grammatical accuracy | Has a good command of simple language structures and some complex grammatical forms, although they tend to use complex structures rigidly with some inaccuracy. |
| B2 | Communicative language competences | Linguistic competence | Vocabulary control | Lexical accuracy is generally high, though some confusion and incorrect word/sign choice does occur without hindering communication. |
| B2 | Communicative language competences | Linguistic competence | Overall phonological control | Can generally use appropriate intonation, place stress correctly and articulate individual sounds clearly; accent tends to be influenced by the other language(s) they speak, but has little or no effect on intelligibility. |
| B2 | Communicative language competences | Linguistic competence | Sound articulation | Can articulate a high proportion of the sounds in the target language clearly in extended stretches of production; is intelligible throughout, despite a few systematic mispronunciations. |
| B2 | Communicative language competences | Linguistic competence | Sound articulation | Can generalise from their repertoire to predict the phonological features of most unfamiliar words (e.g. word stress) with reasonable accuracy (e.g. while reading). |
| B2 | Communicative language competences | Linguistic competence | Prosodic features | Can employ prosodic features (e.g. stress, intonation, rhythm) to support the message they intend to convey, though with some influence from the other languages they speak. |
| B2 | Communicative language competences | Linguistic competence | Orthographic control | Can produce clearly intelligible, continuous writing which follows standard layout and paragraphing conventions. |
| B2 | Communicative language competences | Linguistic competence | Orthographic control | Spelling and punctuation are reasonably accurate but may show signs of mother-tongue influence. |
| B2 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can adjust their expression to make some distinction between formal and informal registers but may not always do so appropriately. |
| B2 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can sustain relationships with users of the target language without unintentionally amusing or irritating them or requiring them to behave other than they would with another proficient user. |
| B2 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can express themselves appropriately in situations and avoid crass errors of formulation. |
| B2 | Communicative language competences | Pragmatic competence | Flexibility | Can adjust to the changes of direction, style and emphasis normally found in conversation. |
| B2 | Communicative language competences | Pragmatic competence | Flexibility | Can vary formulation of what they want to say. |
| B2 | Communicative language competences | Pragmatic competence | Flexibility | Can reformulate an idea to emphasise or explain a point. |
| B2 | Communicative language competences | Pragmatic competence | Turntaking | Can intervene appropriately in discussion, exploiting appropriate language to do so. |
| B2 | Communicative language competences | Pragmatic competence | Turntaking | Can initiate, maintain and end discourse appropriately with effective turntaking. |
| B2 | Communicative language competences | Pragmatic competence | Turntaking | Can initiate discourse, take their turn when appropriate and end conversation when they need to, though they may not always do this elegantly. |
| B2 | Communicative language competences | Pragmatic competence | Turntaking | Can use stock phrases (e.g. “That’s a difficult question to answer”) to gain time and keep the turn whilst formulating what they want to express. |
| B2 | Communicative language competences | Pragmatic competence | Thematic development | Can follow the conventional structure of the communicative task concerned when communicating their ideas. |
| B2 | Communicative language competences | Pragmatic competence | Thematic development | Can develop a clear description or narrative, expanding and supporting their main points with relevant supporting detail and examples. |
| B2 | Communicative language competences | Pragmatic competence | Thematic development | Can develop a clear argument, expanding and supporting their points of view at some length with subsidiary points and relevant examples. |
| B2 | Communicative language competences | Pragmatic competence | Thematic development | Can evaluate the advantages and disadvantages of various options. |
| B2 | Communicative language competences | Pragmatic competence | Thematic development | Can clearly signal the difference between fact and opinion. |
| B2 | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can use a limited number of cohesive devices to link their utterances into clear, coherent discourse, though there may be some “jumpiness” in a long contribution. |
| B2 | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can produce text that is generally well-organised and coherent, using a range of linking expressions and cohesive devices. |
| B2 | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can structure longer texts in clear, logical paragraphs. |
| B2 | Communicative language competences | Pragmatic competence | Propositional precision | Can pass on detailed information reliably. |
| B2 | Communicative language competences | Pragmatic competence | Propositional precision | Can communicate the essential points even in more demanding situations, though their language lacks expressive power and idiomaticity. |
| B2 | Communicative language competences | Pragmatic competence | Fluency | Can produce stretches of language with a fairly even tempo; although they can be hesitant as they search for patterns and expressions, there are few noticeably long pauses. |
| B2 | Communicative language competences | Pragmatic competence | Fluency | Can interact with a degree of fluency and spontaneity that makes regular interaction with users of the target language quite possible without imposing strain on either party. |