[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78477-en":3,"doc-seo-78477-105":29,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":11,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":13,"seo_description":14,"update_tm":27,"read_time":28},78477,4398048950312,"Violet","https://ap-avatar.wpscdn.com/avatar/400002538284de19e3c?_k=1778320343897328908",4,"Exam","A Compilation of Resources CEFR","A compilation of teaching resources for English language teachers focused on the CEFR basic levels. It explains the CEFR’s background, objectives, and widespread role in language teaching, learning, and assessment, including updates and companion volume developments. The document also introduces core components such as the Core Inventory of General English and the English Profile, and summarizes contributions from TransformELT and St Giles-guided CEFR A1/A2 workshops and related initiatives under #InglésParaElDesarrollo.","A compilation of resources on the basic level of the CEFR for English language teachers  \nCompilers  \nFrom the Universidad de las Ciencias Informáticas: Prof. Ivonne de la Caridad Collada Peña, MSc. Associate Professor Prof. Marisol Patterson Peña, MSc. Associate Professor Prof. Maydelin Rodríguez Gómez, Assistant Professor  \nFrom the University of Cienfuegos: Prof. Eduardo Pérez Novo, PhD, Full Professor Prof. Ioani García Fernández, MSc. Associate Professor Prof. Onelio Castillo Barrios, MSc. Assistant Professor  \nEdición y corrección: Lic. Laura Herrera Caseiro  \nDiseño de cubierta: María Pacheco Gola  \nDiseño y emplane: Yaneris Guerra Turró  \n© Ivonne de la Caridad Collada Peña, Marisol Patterson Peña,  \nMaydelin Rodríguez Gómez, Eduardo Pérez Novo, Ioani García Fernández, Onelio Castillo Barrios, Cuba, 2022  \n© Editorial Pueblo y Educación, 2022  \nISBN 978-959-13-4199-0  \nEDITORIAL PUEBLO Y EDUCACIÓNAve. 3.a A No. 4601 entre 46 y 60, Playa, La Habana, Cuba. CP 11300.  \n[epe@enet.cu](epe@enet.cu)  \nContenido  \nI. Background / 1  \nII. Introduction to the CEFR / 1  \nIII. The Core Inventory of General English / 13  \nIV. English Profile / 14  \nV. Summary of the contributions from the workshops developed in October-November 2021 under the guidance of TransformELT and St Giles Educational Trust / 16  \nVI. Conclusions / 66 Bibliography / 67  \nI. Background  \nThe Cuban educational system uses the Common European Framework of Reference (CEFR) as a proficiency reference framework for the development of its own system of teaching-learning and assessment of communicative competence in English. The CEFR was put together by the Council of Europe (CoE), first published in 2001 and updated in 2020. In the Cuban context, its alignment with other worldwide frameworks, and the rich tradition of research and academic practice of Cuban professionals in this branch of science are also taken into consideration.  \nConsequently, the alliance of the Ministry of Higher Education (MES) and the Ministry of Education (MINED) with the Cuban office of the British Council has been strengthened through the \\#InglésParaElDesarrollo project, focused on creating new opportunities for Cuban teachers’ professional development.  \nThis document aims at comprising both, the most relevant cornerstones of the CEFR, and the main resources derived from the most recent initiatives of this project. These resources include the workshops“Teaching CEFR Level A1” and “Teaching CEFR Level A2”, developed in collaboration with St Giles Educational Trust, UK (professors Mike Williams and Arthur Laing) included as post-event courses of the L@ngtech Workshop at the UCIENCIA 2021 Conference, in October 2021. Materials from two other courses, taught as part of the \\#InglésParaElDesarrollo Biennial Conference, organized by the British Council and both ministries were also included. One of these courses focused on level A1 and was coordinated by Professor Alan S. Mackenzie, from TransformELT, and the other one, focused on A2, coordinated by the St Giles Educational Trust, UK. The Cuban counterpart institutions were the Universidad de las Ciencias Informáticas and the Universidad de Cienfuegos.  \nII. Introduction to the CEFR  \nThe CEFR has become one of the most commonly used reference tools for language teaching, learning, and assessment, not only by the  \nEuropean Union (EU) or the Council of Europe (CoE) member states, but also by many educational systems around the world. The CEFR is being used not only to help ensure transparency and clear reference points for assessment purposes but also, progressively, for curriculum development and pedagogical purposes. This widespread use enforced the extension of the illustrative descriptors published in the 2001 document, thus giving way to the publication of the Companion Volume (CV), whose final version came to light in 2020.  \n“1. Main objectives ofthe CEFR  \n• Promoting plurilingualism and diversification in the choice of languages in t","cbCaig7AJuPHiIza","https://ap.wps.com/l/cbCaig7AJuPHiIza","pdf",2531125,1,74,"English","en",105,"# Background\n# Introduction to the CEFR\n## Main objectives of the CEFR\n## The levels in the CEFR\n# The Core Inventory of General English\n# English Profile\n# Summary of contributions from 2021 workshops\n# Conclusions\n# Bibliography","[{\"question\":\"What is the CEFR used for in the Cuban education context?\",\"answer\":\"In the Cuban system, CEFR functions as a proficiency reference framework to support the development of teaching-learning processes and assessment of communicative competence in English.\"},{\"question\":\"What are the main objectives of the CEFR?\",\"answer\":\"The CEFR aims to promote plurilingualism, support learners’ plurilingual profiles, define positive “can do” descriptors for curricula, guide textbook and teaching material development, and enhance quality, transparency, and the comparability of certifications.\"},{\"question\":\"How does the CEFR define levels and what are the basic user levels?\",\"answer\":\"The CEFR describes what learners can do rather than specific hours or qualifications. 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