Since language learning is not necessarily sequential, learners may be strong in one area, but relatively weak in other areas. In other words, in some areas students may have already achieved the standard expected at that level, but in other areas they may still require additional work.

The CEFR is a descriptive, not prescriptive, framework – all countries are encouraged to “localize” or adapt CEFR components to meet local needs. The design process for the Israeli Framework involved a number of stages and will be revised if necessary throughout the implementation process. Stage 1 The Israeli partners of the ECOSTAR team studied […]

There are many advantages in adopting this Framework, and you, yourself, may perceive advantages that are not mentioned here as you start to implement the Framework. One of the main advantages is the standardization of English teaching across institutions of higher education. This would allow students across all institutions of higher education in Israel equal […]

One of the main benefits of aligning the Framework with the CEFR is that it will enable Israeli teachers and students to be part of an internationally recognized framework for English. This will form a sound basis for mutual recognition of tertiary level EFL/EAP courses between colleges and universities here in Israel as well as […]

The framework will contribute towards standardization by emphasizing the importance of a common goal for all EFL courses at college and university level: Going beyond reading comprehension by teaching all four skills to help students communicate more effectively in English. You will make your own decisions about how to reach this common goal, based on […]

The CEFR is not a curriculum or syllabus that spells out exactly what to do in the classroom – it does not prescribe what should be covered in your classroom. The framework is a set of guidelines and principles – it does not provide something that can be implemented “as is”: You as a teacher […]