What Can Learners Actually Do at Each CEFR Level?

A language level should tell us more than whether someone is a beginner, intermediate, or advanced learner. It should explain what that person can actually do.

Can they introduce themselves?

Can they understand a classroom instruction?

Can they write a professional email?

Can they participate in a meeting, explain an opinion, or deliver a presentation?

These practical questions are at the heart of CEFR “Can-Do Statements.”

Rather than defining proficiency only through grammar knowledge, vocabulary size, or test scores, Can-Do Statements describe how learners use language in real communication.

For schools, teachers, organizations, and learners, this makes proficiency easier to understand, and much more useful.

What Are CEFR Can-Do Statements?

The Common European Framework of Reference for Languages, commonly known as CEFR, organizes language proficiency into internationally recognized levels.

The six traditional levels are:

• A1
• A2
• B1
• B2
• C1
• C2

Each level is associated with practical descriptions of what a learner can accomplish in listening, speaking, reading, and writing. These descriptions are known as Can-Do Statements.

For example, instead of saying that a learner “knows basic English,” a Can-Do Statement may explain that the learner can:

• Introduce themselves
• Ask and answer simple personal questions
• Understand familiar everyday expressions
• Communicate basic needs when others speak clearly

The focus moves from abstract knowledge to demonstrated ability.

Why Can-Do Statements Are More Meaningful Than Scores Alone

A numerical score may indicate performance on a particular test, but it does not always explain what that result means in practice. A score of 62 or 78 may be difficult for learners, parents, teachers, or managers to interpret without additional context.

A Can-Do Statement provides that context.

It helps answer questions such as:

• What types of conversations can the learner manage?
• What written tasks can they complete?
• How independently can they communicate?
• Which situations still require support?

This turns assessment results into information that people can understand and use.

Can-Do Statements Focus on Communication

Traditional language testing often emphasizes isolated areas such as:

• Grammar rules
• Vocabulary recognition
• Sentence completion
• Multiple-choice accuracy

These areas are important, but they do not represent the full experience of using a language. Real communication requires learners to combine multiple abilities.

A learner may need to listen to a question, interpret its meaning, organize a response, select appropriate vocabulary, and communicate clearly, all within a few seconds.

CEFR Can-Do Statements reflect this practical reality.

They describe language as something learners use to complete tasks, interact with others, and participate in academic, social, or professional environments.

What Can-Do Statements Look Like Across the CEFR Scale?

The type of language task a learner can complete changes significantly as proficiency develops.

At the A Levels

Learners are developing the ability to manage familiar and predictable situations.

They may be able to:

• Share basic personal information
• Understand simple instructions
• Talk about routines and preferences
• Write short messages
• Ask for help or information

At the B Levels

Learners become increasingly independent.

They may be able to:

• Maintain conversations on familiar topics
• Explain experiences and opinions
• Understand the main ideas of discussions
• Write organized emails and reports
• Participate in academic or workplace interactions

At the C Levels

Learners communicate with greater fluency, flexibility, and precision.

They may be able to:

• Understand complex spoken and written information
• Express subtle distinctions
• Adapt language to different audiences
• Participate in demanding professional or academic discussions
• Communicate with a high degree of accuracy and nuance

These practical descriptions make it easier to connect proficiency levels with real learning goals.

Why the Six Main CEFR Levels May Not Show Every Step

The six traditional CEFR levels provide an essential international standard. However, language development does not happen in six large jumps. Learners often spend significant time developing within a single level.

For example, two learners classified as B1 may not have identical communication abilities.

One may have recently entered the level and still rely on support during longer conversations. Another may be close to B2 and communicate with much greater fluency, detail, and confidence.

When both learners receive the same broad label, important differences can be difficult to see.

This is where greater granularity becomes valuable.

EduSynch’s 14-Level CEFR Framework

EduSynch uses CEFR as its proficiency foundation while expanding the traditional structure into a more detailed 14-level framework:

• A1-   A1   A1+   A2-   A2   A2+   B1-   B1   B1+   B2-   B2   B2+   C1   C2

This framework helps institutions recognize whether learners are entering a level, performing securely within it, or approaching the next stage.

The minus and plus levels do not replace CEFR. They provide greater visibility within the broader CEFR bands.

How EduSynch’s Granular Levels Work in Practice

The added stages help describe smaller but meaningful changes in practical ability.

A1-: Building the First Foundations

Learners may recognize a limited number of familiar words, greetings, numbers, and simple instructions.

They often depend on repetition, gestures, or visual support.

A learner at this stage may be able to:

• Recognize their name
• Respond to a greeting
• Identify familiar objects
• Follow a very simple instruction
• Produce isolated words or memorized expressions

A1: Managing Basic Personal Communication

Learners can use simple expressions to meet immediate needs.

They may be able to:

• Introduce themselves
• Share basic personal details
• Ask and answer simple questions
• Understand common classroom language
• Participate in highly structured exchanges

A1+: Extending Simple Interactions

Learners begin to move beyond isolated responses and communicate more confidently in familiar situations.

They may be able to:

• Describe a simple routine
• Talk about likes and dislikes
• Ask for basic information
• Write a short personal message
• Maintain a brief conversation with support

A2-: Entering Routine Communication

Learners can begin handling predictable situations using simple language patterns.

They may be able to:

• Talk about family, school, or work
• Follow straightforward directions
• Make simple requests
• Understand short conversations on familiar topics
• Describe daily activities

A2: Communicating in Familiar Situations

Learners can exchange information about common topics with increasing independence.

They may be able to:

• Discuss plans
• Describe past experiences simply
• Write short emails
• Handle routine travel or service interactions
• Participate in basic classroom or workplace exchanges

A2+: Becoming More Independent

Learners can understand longer stretches of familiar language and express themselves with less hesitation.

They may be able to:

• Explain simple preferences and opinions
• Write connected paragraphs
• Understand the main point of straightforward discussions
• Participate more actively in conversations
• Manage common social or practical situations

B1-: Moving Toward Independent Communication

Learners are beginning to manage less predictable situations and communicate with growing confidence.

They may be able to:

• Describe goals and experiences
• Give simple reasons for decisions
• Follow the main points of longer conversations
• Write organized texts on familiar subjects
• Participate in routine academic or workplace discussions

B1: Communicating Independently

Learners can handle many everyday, academic, and professional situations without constant support.

They may be able to:

• Express and explain opinions
• Participate in familiar meetings
• Write clear emails and short reports
• Resolve common communication problems
• Understand the main ideas of clear spoken and written information

B1+: Expanding Fluency and Flexibility

Learners communicate with greater detail and adapt more effectively to different situations.

They may be able to:

• Contribute actively to group discussions
• Discuss less familiar or more abstract topics
• Write detailed summaries
• Handle unexpected interactions
• Communicate with international classmates or colleagues more confidently

B2-: Entering More Complex Communication

Learners are developing the ability to manage demanding academic and professional situations.

They may be able to:

• Present and defend an opinion
• Understand detailed discussions
• Explain more complex information
• Write structured professional communication
• Participate effectively in many workplace situations

B2: Communicating Confidently

Learners can interact with a high degree of independence across social, academic, and professional contexts.

They may be able to:

• Deliver presentations
• Participate confidently in meetings
• Understand complex texts and discussions
• Negotiate and solve problems
• Produce clear, detailed reports or proposals

B2+: Operating with Fewer Limitations

Learners communicate naturally across a wide range of situations and adjust their language according to audience and purpose.

They may be able to:

• Lead discussions
• Present strategic ideas
• Write persuasive or analytical texts
• Understand nuanced viewpoints
• Work comfortably in international environments

C1: Communicating Flexibly and Precisely

Learners can use English fluently and effectively in demanding contexts.

They may be able to:

• Lead high-level professional discussions
• Understand implicit meaning
• Produce sophisticated academic or professional writing
• Adapt style and tone appropriately
• Explain complex ideas with precision

C2: Communicating with Mastery

Learners can understand and communicate with exceptional flexibility, accuracy, and nuance.

They may be able to:

• Understand almost any spoken or written content
• Communicate subtle distinctions
• Participate in specialized discussions
• Produce expert-level professional or academic work
• Adapt language effortlessly across contexts

Making Progress More Visible

A learner may improve significantly without moving from one major CEFR band to another.

For example, progress from B1 to B1+ may involve:

• Speaking with greater fluency
• Writing more organized texts
• Understanding longer discussions
• Participating with more confidence
• Using a wider range of vocabulary

Recognizing these smaller stages helps learners see that their work is producing results.

Supporting Better Conversations About Learning

Can-Do Statements improve communication among everyone involved in the learning journey. Teachers can use them to set instructional goals. Learners can use them to understand what they need to develop next. Parents can interpret progress without needing specialist assessment knowledge. Administrators can connect results with curriculum and program outcomes. Corporate Learning and Development teams can link proficiency with workplace communication requirements.

A level becomes more than a label. It becomes a practical description of capability.

How EduSynch Turns Assessment into Action

EduSynch combines its granular CEFR framework with adaptive, multi-skill assessment.

The platform evaluates practical ability across areas such as:

• Listening
• Speaking
• Writing
• Language use and comprehension

This gives institutions a more complete understanding of what learners can do and where support is still needed.

The 14-level framework makes those insights more precise, helping schools and organizations connect assessment results directly to placement, instruction, progress tracking, and development planning.

From Levels to Real Ability

The purpose of language assessment should not be simply to produce a score. It should help people understand what learners can accomplish with the language. CEFR Can-Do Statements make proficiency practical by connecting levels with real communication tasks.

EduSynch strengthens this approach through a granular 14-level framework that makes smaller stages of ability and progress easier to identify.

Together, these elements help institutions move beyond broad labels and create a clearer, more actionable picture of learner proficiency.

The most meaningful question in language assessment is not only, “What level is this learner?” It is, “What can this learner do, and what are they ready to do next?”

Discover how EduSynch combines CEFR Can-Do principles, adaptive assessment, multi-skill evaluation, and a unique 14-level framework to support accurate placement and meaningful progress tracking.

Schedule a demo today or contact our team at contact@edusynch.com.