THRESHOLD LEVEL

In the mid 1970s the Council of Europe's experts developed a

specification in operational terms first of what a learner should
be able to DO when using the language independently for
communication in a country in which that language is the vehicle of
communication in everyday life, and then of the necessary
knowledge and skills.

A descriptive instrument for specific languages

The initial threshold level specification for English, together with the
specification developed for French (Niveau Seuil), provided the basic
models which have been adapted for other languages in the light of
their particular linguistic situation, and further developed in the
light of experience. The model has been extremely influential in the
planning of language programmes, providing a basis for new
national curricula, more interesting and attractive textbooks,
popular multimedia courses and more realistic and relevant forms of
assessment.

Brief background 

Some of the instruments produced within the Council of Europe

have played a decisive role in the teaching of so-called “foreign”
languages by promoting methodological innovations and new
approaches to designing teaching programmes. They have facilitated
a fresh approach to communicating these teaching methods in a
manner potentially more conducive to operational appropriation of
unknown languages and therefore to “freedom of movement of
persons and ideas”. Accordingly, from around the mid-1970s
onwards, specialists worked out an operational model for abilities
which specific groups of learners (tourists, businesspersons,
migrants, etc) require for using a language for independent
communication in a country in which this language is the everyday
medium for communication. By thus identifying these groups’
language needs they were able to pinpoint the knowledge and know-
how required for attaining this communication “threshold”.
Instruments for language description: the concept of
threshold level

The first specification of this “threshold level” was formulated for the
English language (Threshold level, 1975), quickly followed by French
(Un Niveau Seuil, 1976). These two instruments have been used de
facto as models for the same type of reference instruments that were
produced subsequently for other languages, but they were adapted
to suit the peculiar features of each language. These threshold levels
have also gradually changed, and they still play a major role in
language teaching, often serving as the basis for new national
teaching programmes. They help make the textbooks more
motivating and facilitate development of more realistic and
transparent evaluation systems.
A compilation of Introductions and Prefaces to the series of level
descriptions developed over a period of 30 years (1975 to 2005)
provides an insight into how this tool has been developed and has
been adapted for individual languages. These specifications were
developed by national teams, and in the majority of cases, with
guidance from Dr J.L.M. Trim, Director of Council of Europe
Modern Languages projects from 1975 to 1997.

Beyond the ‘threshold level’

In order to meet the teaching and certification requirements, the

level concept as defined was extended to cover specification of levels
lying immediately below and above the threshold level. In the light
of the developments in this field, particularly as regards the
Common European Framework of Reference for Languages
(CEFR), some of which emerged at around the same time as the
latter, other levels were formulated for a number of languages,
paying particular attention, for instance, to socio-cultural
components or learner autonomy, by pinpointing a possible
definition for the concept of “learning to learn”. A lower level
(Waystage) was created for English, as was a level situated above
the threshold, also starting with English (Vantage Level). Other
language versions then followed. The three ascending level
descriptions (Waystage, Threshold and Vantage) provided a basis
for designing programmes and producing multimedia courses and
were developed in parallel with the CEFR. These proficiency levels
constitute one of the origins of the six-level scale of the CEFR.
Learning target specifications (for the threshold and/or other levels)
have been produced or updated for Basque, Catalan, Czech, Danish,
Dutch, English, Estonian, French, Galician, German, Greek,
Hungarian, Italian, Latvian, Lithuanian, Maltese, Norwegian,
Portuguese, Romanian, Russian, Slovene, Spanish, and Welsh.

The Common European Framework of Reference for

Languages (CEFR): an instrument for plurilingual
education

Launched in 2001, the Common European Framework of Reference

for Languages marked a major turning point in describing
specifications of language-learning targets; they were no longer
designated as ‘threshold” or “Vantage level” etc, but by the
appropriate level of the CEFR scale (A1 to C2).
The CEFR has been disseminated far and wide and has been
translated into approximately 30 languages. It has now become a
common reference instrument for organising language teaching and
certification in many member States.
The CEFR is based on all these achievements and has developed a
description of the process of mastering an unknown language by
type of competence and sub-competence, using descriptors for each
competence or sub-competence, on which we shall not go into
further detail here. These descriptors were created without reference
to any specific language, which guarantees their relevance and
across-the-board applicability. The descriptors specify progressive
mastery of each skill, which is graded on a six-level scale (A1, A2, B1,
B2, C1, C2). However, for operators, textbook authors and teachers,
the specification set out in the CEFR may appear excessively broad.
Work began on drafting CEFR specifications language by language.
This new generation of reference descriptions (in groups of six)
is based on the CEFR level descriptors: it is a case of identifying the
forms of a given language (words, grammar, etc), mastery of which
corresponds to the communicational, socio-linguistic, formal and
other competences defined by the CEFR. These transpositions of the
CEFR into a given language are known as Reference Level
Descriptions (RLDs) for national and regional languages.
Relationship between Council of Europe reference
instruments for language teaching/learning
Global Scale

C2 Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing
Proficient arguments and accounts in a coherent presentation. Can express him/herself
spontaneously, very fluently and precisely, differentiating finer shades of
meaning even in more complex situations.
User C1 Can understand a wide range of demanding, longer texts, and recognise
implicit meaning. Can express him/herself fluently and spontaneously
without much obvious searching for expressions. Can use language flexibly
and effectively for social, academic and professional purposes. Can produce
clear, well-structured, detailed text on complex subjects, showing controlled
use of organisational patterns, connectors and cohesive devices.
B2 Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. Can
Independent interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a
viewpoint on a topical issue giving the advantages and disadvantages of
various options.
User B1 Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most situ-
ations likely to arise whilst travelling in an area where the language is
spoken. Can produce simple connected text on topics which are familiar or
of personal interest. Can describe experiences and events, dreams, hopes &
ambitions and briefly give reasons and explanations for opinions and plans.
A2 Can understand sentences and frequently used expressions related to areas of
most immediate relevance (e.g. very basic personal and family information,
shopping, local geography, employment). Can communicate in simple and
Basic routine tasks requiring a simple and direct exchange of information on
familiar and routine matters. Can describe in simple terms aspects of his/her
background, immediate environment and matters in areas of immediate need.
User A1 Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can introduce
him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.