| Nivel |
Actividad o Competencia |
Tipo de comunicación |
Destreza |
Descriptor |
| C2 | Communicative language activities | Oral comprehension | Overall oral comprehension | Can understand with ease virtually any kind of language, whether live or broadcast, delivered at fast natural speed. |
| C2 | Communicative language activities | Oral comprehension | Understanding conversation between other people | Can identify the sociocultural implications of most of the language used in colloquial discussions that take place at a natural speed. |
| C2 | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can follow specialised lectures and presentations employing colloquialism, regional usage or unfamiliar terminology. |
| C2 | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can make appropriate inferences when links or implications are not made explicit. |
| C2 | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can get the point of jokes or allusions in a presentation. |
| C2 | Communicative language activities | Oral comprehension | Understanding announcements and instructions | No descriptors available |
| C2 | Communicative language activities | Oral comprehension | Understanding audio (or signed) media and recordings | No descriptors available |
| C2 | Communicative language activities | Audio-visual comprehension | Watching TV, film and video | No descriptors available |
| C2 | Communicative language activities | Reading comprehension | Overall reading comprehension | Can understand virtually all types of texts including abstract, structurally complex, or highly colloquial literary and non-literary writings. |
| C2 | Communicative language activities | Reading comprehension | Overall reading comprehension | Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning. |
| C2 | Communicative language activities | Reading comprehension | Reading correspondence | Can understand specialised, formal correspondence on a complex topic. |
| C2 | Communicative language activities | Reading comprehension | Reading for orientation | No descriptors available |
| C2 | Communicative language activities | Reading comprehension | Reading for information and argument | Can understand the finer points and implications of a complex report or article even outside their area of specialisation. |
| C2 | Communicative language activities | Reading comprehension | Reading instructions | No descriptors available |
| C2 | Communicative language activities | Reading comprehension | Reading as a leisure activity | Can read virtually all forms of texts including classical or colloquial literary and non-literary texts in different genres, appreciating subtle distinctions of style and implicit as well as explicit meaning. |
| C2 | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | No descriptors available |
| C2 | Communicative language activities | Oral production | Overall oral production | Can produce clear, smoothly flowing, well-structured discourse with an effective logical structure which helps the recipient to notice and remember significant points. |
| C2 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can give clear, smoothly flowing, elaborate and often memorable descriptions. |
| C2 | Communicative language activities | Oral production | Sustained monologue: giving information | No descriptors available |
| C2 | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | No descriptors available |
| C2 | Communicative language activities | Oral production | Public announcements | No descriptors available |
| C2 | Communicative language activities | Oral production | Addressing audiences | Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience’s needs. |
| C2 | Communicative language activities | Oral production | Addressing audiences | Can handle difficult and even hostile questioning. |
| C2 | Communicative language activities | Written production | Overall written production | Can produce clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader identify significant points. |
| C2 | Communicative language activities | Written production | Creative writing | Can relate clear, smoothly flowing and engaging stories and descriptions of experience in a style appropriate to the genre adopted. |
| C2 | Communicative language activities | Written production | Creative writing | Can exploit idiom and humour appropriately to enhance the impact of the text. |
| C2 | Communicative language activities | Written production | Reports and essays | Can produce clear, smoothly flowing, complex reports, articles or essays which present a case, or give critical appreciation of proposals or literary works. |
| C2 | Communicative language activities | Written production | Reports and essays | Can provide an appropriate and effective logical structure which helps the reader identify significant points. |
| C2 | Communicative language activities | Written production | Reports and essays | Can set out multiple perspectives on complex academic or professional topics, clearly distinguishing their own ideas and opinions from those in the sources. |
| C2 | Communicative language strategies | | Planning | No descriptors available |
| C2 | Communicative language strategies | | Compensating | Can substitute an equivalent term for a word/sign they can’t recall, so smoothly that it is scarcely noticeable. |
| C2 | Communicative language strategies | | Monitoring and repair | Can backtrack and restructure around a difficulty so smoothly that the interlocutor is hardly aware of it. |
| C2 | Communicative language activities | Oral interaction | Overall oral interaction | Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices. Can backtrack and restructure around a difficulty so smoothly that the interlocutor is hardly aware of it. |
| C2 | Communicative language activities | Oral interaction | Understanding an interlocutor | Can understand any interlocutor, even on abstract and complex topics of a specialist nature beyond their own field, given an opportunity to adjust to a less familiar variety. |
| C2 | Communicative language activities | Oral interaction | Conversation | Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a full social and personal life. |
| C2 | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can advise on or discuss sensitive issues without awkwardness, understanding colloquial references and dealing diplomatically with disagreement and criticism. |
| C2 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can hold their own in formal discussion of complex issues, putting an articulate and persuasive argument, at no disadvantage to other participants. |
| C2 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can advise on/handle complex, delicate or contentious issues, provided they have the necessary specialised knowledge. |
| C2 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can deal with hostile questioning confidently, hold on to the turn and diplomatically rebut counter-arguments. |
| C2 | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | No descriptors available |
| C2 | Communicative language activities | Oral interaction | Obtaining goods and services | No descriptors available |
| C2 | Communicative language activities | Oral interaction | Information exchange | No descriptors available |
| C2 | Communicative language activities | Oral interaction | Interviewing and being interviewed | Can keep up their side of the dialogue extremely well, structuring the discourse and interacting authoritatively with effortless fluency as interviewer or interviewee, at no disadvantage to other participants. |
| C2 | Communicative language activities | Oral interaction | Using telecommunications | Can use telecommunications confidently and effectively for both personal and professional purposes, even if there is some interference (noise) or the caller has a less familiar accent. |
| C2 | Communicative language activities | Written interaction | Overall written interaction | Can express themselves in an appropriate tone and style in virtually any type of formal and informal interaction. |
| C2 | Communicative language activities | Written interaction | Correspondence | Can compose virtually any type of correspondence necessary in the course of their professional life in an appropriate tone and style. |
| C2 | Communicative language activities | Written interaction | Notes, messages and forms | No descriptors available |
| C2 | Communicative language activities | Online interaction | Online conversation and discussion | Can express themselves with clarity and precision in real-time online discussion, adjusting language flexibly and sensitively to context, including emotional, allusive and joking usage. |
| C2 | Communicative language activities | Online interaction | Online conversation and discussion | Can anticipate and deal effectively with possible misunderstandings (including cultural ones), communication issues and emotional reactions in an online discussion. |
| C2 | Communicative language activities | Online interaction | Online conversation and discussion | Can easily and quickly adapt their register and style to suit different online environments, communication purposes and speech acts. |
| C2 | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can resolve misunderstandings and deal effectively with frictions that arise during the collaborative process. |
| C2 | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can provide guidance and add precision to the work of a group at the redrafting and editing stages of collaborative work. |
| C2 | Communicative language strategies | | Turntaking | No descriptors available |
| C2 | Communicative language strategies | | Co-operating | Can link contributions skilfully to those of others, widen the scope of the interaction and help steer it towards an outcome. |
| C2 | Communicative language strategies | | Asking for clarification | No descriptors available |
| C2 | Communicative language activities | | Overall mediation | Can mediate effectively and naturally, taking on different roles according to the needs of the people and situation involved, identifying nuances and undercurrents and guiding a sensitive or delicate discussion. Can explain in clear, fluent, well-structured language the way facts and arguments are presented, conveying evaluative aspects and most nuances precisely, and pointing out sociocultural implications (e.g. use of register, understatement, irony and sarcasm). |
| C2 | Communicative language activities | Mediating a text | Relaying specific information in speech or sign | No descriptors available |
| C2 | Communicative language activities | Mediating a text | Relaying specific information in writing | No descriptors available |
| C2 | Communicative language activities | Mediating a text | Explaining data in speech or sign | Can interpret and describe clearly and reliably (in Language B) various forms of empirical data and visually organised information (with text in Language A) from conceptually complex research concerning academic or professional topics. |
| C2 | Communicative language activities | Mediating a text | Explaining data in writing | Can interpret and present in writing (in Language B) various forms of empirical data (with text in Language A) from conceptually complex research on academic or professional topics. |
| C2 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can explain (in Language B) inferences when links or implications are not made explicit (in Language A), and point out the sociocultural implications of the form of expression (e.g. understatement, irony, sarcasm). |
| C2 | Communicative language activities | Mediating a text | Processing text in writing | Can explain in writing (in Language B) the way that facts and arguments are presented in a text (in Language A), particularly when someone else’s position is being reported, drawing attention to the use of understatement, veiled criticism, irony and sarcasm. |
| C2 | Communicative language activities | Mediating a text | Processing text in writing | Can summarise information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall result. |
| C2 | Communicative language activities | Mediating a text | Translating a written text in speech or sign | Can provide fluent oral translation (into Language B) of abstract texts (written in Language A) on a wide range of subjects of personal, academic and professional interest, successfully conveying evaluative aspects and arguments, including the nuances and implications associated with them. |
| C2 | Communicative language activities | Mediating a text | Translating a written text in writing | Can translate (into Language B) technical material outside their field of specialisation (written in Language A), provided subject matter accuracy is checked by a specialist in the field concerned. |
| C2 | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Can, while continuing to participate in a meeting or seminar, create reliable notes (or minutes) for people who are not present, even when the subject matter is complex and/or unfamiliar. |
| C2 | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Is aware of the implications and allusions of what is said and can take notes on them as well as on the actual words used. |
| C2 | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Can take notes selectively, paraphrasing and abbreviating successfully to capture abstract concepts and relationships between ideas. |
| C2 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | No descriptors available |
| C2 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can give a critical appraisal of work of different periods and genres (e.g. novels, poems and plays), appreciating subtle distinctions of style and implicit as well as explicit meaning. |
| C2 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can recognise the finer subtleties of nuanced language, rhetorical effect and stylistic language use (e.g. metaphors, abnormal syntax, ambiguity), interpreting and “unpacking” meanings and connotations. |
| C2 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can critically evaluate the way in which structure, language and rhetorical devices are exploited in a work for a particular purpose and give a reasoned argument concerning their appropriateness and effectiveness. |
| C2 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can give a critical appreciation of deliberate breaches of linguistic conventions in a piece of writing. |
| C2 | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | No descriptors available |
| C2 | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can summarise, evaluate and link the various contributions in order to facilitate agreement on a solution or a way forward. |
| C2 | Communicative language activities | Mediating concepts | Managing interaction | Can take on different roles according to the needs of the participants and requirements of the activity (resource person, mediator, supervisor, etc.) and provide appropriate individualised support. |
| C2 | Communicative language activities | Mediating concepts | Managing interaction | Can recognise undercurrents in interaction and take appropriate steps to guide the direction of discussion. |
| C2 | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can effectively lead the development of ideas in a discussion of complex abstract topics, giving direction by targeting questions and encouraging others to elaborate on their reasoning. |
| C2 | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can mediate effectively and naturally between members of their own and other communities, taking account of sociocultural and sociolinguistic differences. |
| C2 | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can guide a sensitive discussion effectively, identifying nuances and undercurrents. |
| C2 | Communicative language activities | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | Can communicate in a clear, fluent, well-structured way (in Language B) the sense of what is said (in Language A) on a wide range of general and specialised topics, maintaining appropriate style and register, conveying finer shades of meaning and elaborating on sociocultural implications. |
| C2 | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can deal tactfully with a disruptive participant, framing any remarks diplomatically in relation to the situation and cultural perceptions. |
| C2 | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can confidently take a firm but diplomatic stance over an issue of principle, while showing respect for the viewpoints of others. |
| C2 | Communicative language strategies | Strategies to explain a new concept | Linking to previous knowledge | Can introduce complex concepts (e.g. scientific notions) by providing extended definitions and explanations that draw on previous knowledge that can be assumed. |
| C2 | Communicative language strategies | Strategies to explain a new concept | Adapting language | Can adapt the language of a very wide range of texts in order to present the main content in a register and degree of sophistication and detail appropriate to the audience concerned. |
| C2 | Communicative language strategies | Strategies to explain a new concept | Breaking down complicated information | Can facilitate understanding of a complex issue by explaining the relationship of parts to the whole and encourage different ways of approaching it. |
| C2 | Communicative language strategies | Strategies to simplify a text | Amplifying a dense text | Can elucidate the information given in texts on complex academic or professional topics by elaborating and providing examples. |
| C2 | Communicative language strategies | Strategies to simplify a text | Streamlining a text | Can redraft a complex source text, improving coherence, cohesion and the flow of an argument, while removing sections unnecessary for its purpose. |
| C2 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can initiate and control their actions and forms of expression according to context, showing awareness of cultural differences and making subtle adjustments in order to prevent and/or repair misunderstandings and cultural incidents. |
| C2 | Plurilingual and pluricultural competence | | Plurilingual comprehension | No descriptors available |
| C2 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can interact in a multilingual context on abstract and specialised topics by alternating flexibly between languages in their plurilingual repertoire and if necessary explaining the different contributions made. |
| C2 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can explore similarities and differences between metaphors and other figures of speech in the languages in their plurilingual repertoire, either for rhetorical effect or for fun. |
| C2 | Communicative language competences | Linguistic competence | General linguistic range | Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity. No signs of having to restrict what they want to say. |
| C2 | Communicative language competences | Linguistic competence | Vocabulary range | Has a good command of a very broad lexical repertoire including idiomatic expressions and colloquialisms |
| C2 | Communicative language competences | Linguistic competence | Grammatical accuracy | Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others’ reactions). |
| C2 | Communicative language competences | Linguistic competence | Vocabulary control | Consistently correct and appropriate use of vocabulary. |
| C2 | Communicative language competences | Linguistic competence | Overall phonological control | Can employ the full range of phonological features in the target language with a high level of control – including prosodic features such as word and sentence stress, rhythm and intonation – so that the finer points of their message are clear and precise. Intelligibility and effective conveyance and enhancement of meaning are not affected in any way by features of accent that may be retained from other language(s). |
| C2 | Communicative language competences | Linguistic competence | Sound articulation | Can articulate virtually all the sounds of the target language with clarity and precision. |
| C2 | Communicative language competences | Linguistic competence | Prosodic features | Can exploit prosodic features (e.g. stress, rhythm and intonation) appropriately and effectively in order to convey finer shades of meaning (e.g. to differentiate and emphasise). |
| C2 | Communicative language competences | Linguistic competence | Orthographic control | Writing is orthographically free of error. |
| C2 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can mediate effectively and naturally between users of the target language and members of their own community, taking account of sociocultural and sociolinguistic differences. |
| C2 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. |
| C2 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Appreciates virtually all the sociolinguistic and sociocultural implications of language used by proficient users of the target language and can react accordingly. |
| C2 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can effectively employ, both orally and in writing, a wide variety of sophisticated language to command, argue, persuade, dissuade, negotiate and counsel. |
| C2 | Communicative language competences | Pragmatic competence | Flexibility | Shows great flexibility in reformulating ideas in differing linguistic forms to give emphasis, differentiate according to the situation, interlocutor, etc. and to eliminate ambiguity. |
| C2 | Communicative language competences | Pragmatic competence | Turntaking | No descriptors available |
| C2 | Communicative language competences | Pragmatic competence | Thematic development | Can use the conventions of the type of text concerned with sufficient flexibility to communicate complex ideas in an effective way, holding the target reader’s attention with ease and fulfilling all communicative purposes. |
| C2 | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can create coherent and cohesive text making full and appropriate use of a variety of organisational patterns and a wide range of cohesive devices. |
| C2 | Communicative language competences | Pragmatic competence | Propositional precision | Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of qualifying devices (e.g. adverbs expressing degree, clauses expressing limitations). |
| C2 | Communicative language competences | Pragmatic competence | Propositional precision | Can give emphasis, differentiate and eliminate ambiguity. |
| C2 | Communicative language competences | Pragmatic competence | Fluency | Can express themselves at length with a natural, effortless, unhesitating flow. Pauses only to reflect on precisely the right means to express their thoughts or to find an appropriate example or explanation. |