Three frameworks describe proficiency differently:
| Framework | Origin | Levels | Use |
|---|---|---|---|
| ACTFL | US, American Council on the Teaching of Foreign Languages | Novice L/M/H, Intermediate L/M/H, Advanced L/M/H, Superior, Distinguished | US schools and universities, OPI and AAPPL tests |
| CEFR | Council of Europe | Pre-A1, A1, A2, B1, B2, C1, C2 (+ plus levels) | Europe and worldwide, Cambridge, IELTS, DELE, DELF, Goethe tests |
| ILR | US Interagency Language Roundtable | 0 to 5 with plus levels | US government, military, diplomatic service |
Approximate alignment (speaking)
| ACTFL | CEFR | ILR |
|---|---|---|
| Novice Low / Mid | Pre-A1 | 0 / 0+ |
| Novice High | A1 | 0+ |
| Intermediate Low / Mid | A2 | 1 |
| Intermediate High | B1 (lower) | 1+ |
| Advanced Low | B1 (upper) | 2 |
| Advanced Mid | B2 (lower) | 2 |
| Advanced High | B2 (upper) | 2+ |
| Superior | C1 | 3 |
| Distinguished | C2 | 4 |
Sources: ACTFL's study aligning ACTFL ratings to CEFR for its OPI/WPT tests (2016) and common ILR practice. The alignment differs by skill: for reading and listening some levels map one step differently. ILR 5 (functionally native) has no ACTFL or CEFR equivalent.
Why the scales do not map perfectly
- ACTFL's "Advanced" requires narration across time frames; CEFR B1 already describes experiences, so the boundaries fall in different places.
- CEFR describes a broad range inside each level; ACTFL sublevels slice differently.
- ILR targets professional use; its upper levels assume professional contexts.
- Tests built on each framework sample different tasks.
Practical use
- Use the alignment for programme design and communication with parents, partners or study-abroad offices.
- Keep one framework as the primary reference for outcomes and assessment; translate only for reporting.
- When a programme reports both, state that the second is approximate and name the source of the alignment.
- Do not convert an individual learner's test result between frameworks for admissions, hiring or certification; use a test reported on the required scale.
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Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
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Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.
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Coach ESL/EFL teachers in classroom management: the instruction sequence (attention, group first, graded imperatives, demonstration, ICQs, hand out, start, check), ICQ examples, online instructions, routines for the first weeks (class agreement, L1 use, phones, lateness, homework, seating), strategies for L1 use in tasks, dominant and quiet learners, mixed levels, large classes, fast finishers, low motivation, disruptive young learners and teens, cultural expectations, classroom language to teach early and teacher presence. Checks planned instructions for length, missing ICQs, useless ICQs like 'Do you understand?', no demonstration, long sentences, filler and missing grouping or timing, and builds seating plans that keep named learners apart, seat learners who need the front, mix first languages and alternate stronger and weaker learners.