A "rough" guide to ESOL Levels compared to TEFL and CEFR...
I'm often asked how ESOL class levels compare to general teaching levels in TEFL. This is a very "rough" guide based on the classes I teach and my experience of teaching ESOL learners...
Please note that other language schools and organisations may use slightly different terms and their interpretation of levels may vary.[1] [2]
A student’s level |
ESOL Level |
CEFR Level |
What this means: (in an ESOL context). |
Pre-beginner/ Zero beginner
|
Pre-Entry |
A1 (very low) |
These students are
absolute beginners. They may be completely
illiterate in their L1 or use a language with a different alphabet like
Arabic or Farsi. Equally, they may have some literacy, but do not know a lot of vocabulary or be able to communicate in English.
|
Beginner |
Entry 1 |
A1 |
These students have some
basic understanding/ experience of English. At this level students
learn basic grammar such as the present simple and continuous tenses. They will learn to do basic tasks such as write a note, fill in a simple form and phone a friend.
|
Elementary |
Entry 2 |
A2 |
These students are able
to communicate and do simple tasks in English. At this level students
learn grammar such as the past simple and ‘be going to’ for future plans.
They will learn about modal verbs such as ‘can’ and ‘must’ and how to make
comparisons. They will learn to do activities such as write a short letter, send an e-mail and have a short discussion.
|
Pre-Intermediate |
Entry 3 |
B1 |
These students are able
to hold a conversation in English and can communicate confidently. At this level students
learn grammar such as the present perfect tense and conditional sentences.
They also learn about using ‘will’ for the future, how to use ‘should’ to
give advice and how to form indirect questions. They will learn about formal/ informal language and how to write formal letters and e-mails.
|
Intermediate |
Level 1 |
B1+ |
These students are able
to communicate well and have good reading and writing skills. At this level students
learn more complex grammar structures such as the active/passive voice, reported
speech and question tags. Students will learn to do activities such as giving a short presentation in English, write magazine and newspaper articles and be able to have long discussions in English.
|
Upper Intermediate |
Level 2 |
B2 |
These students are able
to communicate very well and have a good grasp of reading, writing, speaking
and listening skills in English. At this level students
will learn complex grammar structures such as the future perfect tense,
gerunds and infinitives and the 3rd conditional. They will also learn
vocabulary such as phrasal verbs, idioms, similes and metaphors. If they are studying for ESOL/ Functional skills exams they will need to identify facts, opinion and bias in a text and language features such as sarcasm and use irony.[3]
|
Advanced |
- |
C1 and C2 |
At this level students are almost fluent. They will be able to study complex grammar structures and are able to communicate very well. |
Student exams:
· ESOL exams: These are exams taken by ESOL students studying adult education centres. These exams are designed for non-English speakers. Students can taking reading, writing, speaking and listening exams separately.
· Functional Skills exams: These are exams taken by both British English speakers and ESOL students. They are not designed for ESOL learners. Functional Skills at Level 1 is roughly a GCSE grade C-D (4-5) and Level 2 is roughly a GCSE grade B-A (6-9) [4].
· IELTS exam: This is an exam students will need to take if they want to study at university or to transfer a qualification (e.g. medicine/ engineering) from their country to work in the UK.
[1] This is based on the classes we teach at ODILS and my experience teaching ESOL and Functional Skills English to all levels. https://odils.com/
[2] This website has a good table- including Scottish ESOL Levels http://www.learnesolglasgow.com/esol-levels.html
[3] This is based on the NOCN ESOL and Functional Skills exam syllabus 2020.
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