The most common way to describe language proficiency is: The Common European Framework of Reference for Languages (CEFR) It is a guideline used to describe the language levels across Europe. You can also find a Dutch language proficiency table. We’ll describe both standards.
The CEFR framework describes 6 language levels. We can distinguish 3 main categories (A, B, C) and 2 sublevels:
- A Basic (A1/A2)
- B Independent (B1/B2)
- C Proficient (C1/C2)
Please use the language proficiency table below to do a self-assessment of your language level. This framework applies to all languages.
| Listening | Reading | Spoken - interaction | Spoken - production | Writing | |
|---|---|---|---|---|---|
| A1 | I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly | I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. | I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I'm trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics | I can use simple phrases and sentences to describe where I live and people I know. | I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. |
| A2 | I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area). I can catch the main point in short, clear, simple messages and announcements. | I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters | I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can't usually understand enough to keep the conversation going myself. | I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background and my present or most recent job. | I can write short, simple notes and messages relating to matters in areas of immediate needs. I can write a very simple personal letter, for example thanking someone for something |
| B1 | I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. | I can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelings and wishes in personal letters. | I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). | I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions. | I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. |
| B2 | I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect. | I can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. | I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views. | I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. | I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. |
| C1 | I can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort | I can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. | I can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers. | I can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion | I can express myself in clear, wellstructured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind. |
| C2 | I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent. | I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works. | I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it | I can present a clear, smoothly-flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. | I can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works. |
Find below a less complex proficiency standard:
| Level | Description |
|---|---|
| A1 Breakthrough or beginner | -Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. -Can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have. -Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. |
| A2 Waystage or elementary | -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 routine tasks requiring a simple and direct exchange of information on familiar and routine matters. -Can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need. |
| B1 Threshold or intermediate | -Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. -Can deal with most situations likely to arise while travelling in an area where the language is spoken. -Can produce simple connected text on topics that are familiar or of personal interest. -Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. |
| B2 Vantage or upper intermediate | -Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their field of specialization. -Can 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. |
| C1 Effective operational proficiency or advanced | -Can understand a wide range of demanding, longer clauses, and recognize implicit meaning. -Can express ideas 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 organizational patterns, connectors and cohesive devices. |
| C2 Mastery or proficiency | -Can understand with ease virtually everything heard or read. -Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. -Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. |
Dutch proficiency table
- Level 1F: “basic user”
- Level 2F: “independent user”, VMBO, MBO-1, MBO-2 en MBO-3
- Level 3F: “independent user “, HAVO en MBO-4
- Level 4F: “skilled user”, VWO
| CEFR level | Dutch level | Educational level |
|---|---|---|
| A1 | ||
| A2 | 1F | |
| B1 | 2F | MBO |
| B2 | 3F | HBO |
| C1 | 4F | WO |
| C2 |