Understanding Language Course Levels

Almost every language school describes its classes in levels such as beginner, elementary, intermediate, upper-intermediate and advanced. Many also use letters and numbers from the Common European Framework of Reference for Languages, usually shortened to CEFR. Levels are useful for being placed in the right class, but they are easy to over-read. This guide explains what the labels are for, where they stop being reliable, and how to avoid being misled.

Why levels exist

A level is a way to group learners so that a teacher can pitch a lesson at roughly the right difficulty. A class that mixes complete beginners with advanced speakers is hard to teach. Schools therefore test or interview new students and place them in a group, and then move them up as they progress.

The important point is that a level is first and foremost an internal tool of the school. It tells you where you start in that school's system. It does not automatically carry meaning to anyone outside it.

The CEFR labels

The CEFR scale uses six labels, A1, A2, B1, B2, C1 and C2, from lower to higher. Exam providers refer to them directly. Cambridge English, for example, lists its qualifications as a progression from Pre A1 Starters to C2 Proficiency, and describes them as aligned to the CEFR. The DELE page for Spanish diplomas says there are six levels from A1 to C2.

The CEFR itself is published by the Council of Europe, which is the authority for its official descriptions of what a learner can do at each level. We could not retrieve the Council of Europe's own pages when preparing this guide, so we do not paraphrase its definitions here. If you want the official wording, read the CEFR pages on the Council of Europe's website directly, and treat any summary elsewhere, including this one, as secondary.

Schools label levels differently

Two points cause most confusion.

Different names for the same stage. One school might call a stage "intermediate", another "level 4", another "B1", and another "yellow group". The names may not line up even when they look similar.

Different content at the same label. A school that labels a course "B1" is making its own judgement about which of its lessons fit that label. Courses within the same label can differ in pace, vocabulary, materials and how much speaking is expected. Some schools divide one CEFR band into several sub-levels, while others cover two bands in one course.

This is not a criticism. Language ability is continuous, and every school has to draw lines somewhere. But it means you should not treat "B2 at school X" as identical to "B2 at school Y".

No table converts a school level into an exam result

You may see charts that claim "our level 5 equals exam score X". We do not provide one and you should be cautious of any that does. A school's level is determined by that school's placement and teaching. An exam result is determined by the exam body's test on a given day. Different people can be at the same school level and get different exam outcomes, because the exam tests particular tasks under timed conditions, and individuals vary in their strengths.

If you need to reach a particular exam result, the dependable approach is to ask the exam provider what the test measures, ask the school how it prepares students for that test, and take a practice test if one is available. See choosing exam preparation.

How placement usually works

Typical placement steps include:

• A written test, sometimes online before arrival.
• A short spoken interview with a teacher.
• Teacher review after the first lessons.

Ask what the school does. Some give a result by email before you travel, while others place you on day one. If you are between two levels, say so. A good school will explain how to move groups if your first placement is not right.

Reading a level description

When a school gives a description of a level, look for concrete statements, such as the kinds of tasks the learner does in class, rather than adjectives such as "confident" or "fluent". Check whether the description covers all four skills or only speaking. Ask for a sample of the coursebook or syllabus if you can. If the school uses a published coursebook series, you can look up that book's own description of its levels, though remember that this is again the publisher's judgement.

Self-assessment

You can use the CEFR's official self-assessment materials from the Council of Europe to estimate your level before you contact schools. Self-assessment is rough, and many learners rate themselves higher in reading than in speaking, so take the school's test as the better guide for placement.

Special cases

• Different skills at different levels. You may read well but speak hesitantly. Ask whether the school can place you by skill or offer extra speaking classes.
• Languages that use another script. Beginners may spend part of the early course learning a writing system. Ask how this is handled in the schedule.
• Returning learners. If you studied years ago, your passive knowledge may be higher than your spoken ability. Start with a placement test rather than guessing.
• Online courses. Levels online may use a different structure again. See online versus in-person courses.

Questions to ask the school

• What system do you use for levels, and how many levels are there?
• How is a new student placed, and when do I learn my level?
• If you use CEFR labels, how did you decide which course fits which label?
• Can I change level after the first week?
• How long does a typical student spend at each level? (Treat any answer as an average, not a promise.)
• What is the syllabus for my level?

Limitations

Level labels are descriptions, not guarantees, and this guide does not map any school's levels to any exam. For the official definition of CEFR levels, consult the Council of Europe directly, and for exam results consult the exam provider.