A2 LEVEL DESCRIPTORS

Spoken reception

Overall listening comprehension

Can understand phrases and expressions related to areas of most immediate priority (e.g. very
basic personal and family information, shopping, local geography, employment), provided speech
is clearly and slowly articulated.

Understanding conversation between other speakers

Can follow in outline short, simple social exchanges, conducted very slowly and clearly.

Listening as a member of a live audience

Can follow a very simple, well-structured presentation or demonstration, provided that it is

illustrated with slides, concrete examples or diagrams, it is delivered slowly and clearly with
repetition and the topic is familiar.

Can understand the outline of simple information given in a predictable situation, such as on a
guided tour, e.g. ‘This is where the President lives.’

Listening to announcements and instructions

Can catch the main point in short, clear, simple messages and announcements.

Can understand simple directions relating to how to get from X to Y, by foot or public transport.

Can understand basic instructions on times, dates and numbers etc., and on routine tasks and
assignments to be carried out.

Listening to audio media and recordings

Can understand and extract the essential information from short, recorded passages dealing with
predictable everyday matters that are delivered slowly and clearly.

Can extract important information from short radio broadcasts, such as the weather forecast,
concert announcements or sports results, provided that people talk clearly.

Can understand the important points of a story and manage to follow the plot, provided the story
is told slowly and clearly.

Written reception

Overall reading comprehension

Can understand short, simple texts containing the highest frequency vocabulary, including a
proportion of shared international vocabulary items.

Reading correspondence
Can understand short simple personal letters.

Can understand very simple formal emails and letters (e.g. confirmation of a booking or on-line
purchase).

Reading for orientation

Can find specific, predictable information in simple everyday material such as advertisements,
prospectuses, menus, reference lists and timetables.

Can locate specific information in lists and isolate the information required (e.g. use the ‘Yellow
Pages’ to find a service or tradesman).

Can understand everyday signs and notices etc. in public places, such as streets, restaurants,
railway stations, in workplaces, such as directions, instructions, hazard warnings.

Reading for information and argument

Can understand texts describing people, places, everyday life, and culture, etc., provided that they
are written in simple language.

Can understand information given in illustrated brochures and maps, e.g. the principal attractions
of a city or area.

Can understand the main points in short news items on subjects of personal interest (e.g. sport,
celebrities).

Can understand a short factual description or report within his/her own field, provided that it is
written in simple language and does not contain unpredictable detail.

Can understand most of what people say about themselves in a personal ad or post and what they
say they like in other people.

Reading instructions

Can understand simple instructions on equipment encountered in everyday life – such as a public
telephone.

Can understand simple, brief instructions provided that they are illustrated and not written in
continuous text.

Can understand instructions on medicine labels expressed as a simple command e.g. ‘Take before
meals’ or ‘Do not take if driving.

Can follow a simple recipe, especially if there are pictures to illustrate the most important steps.

Reading as a leisure activity

Can understand short narratives and descriptions of someone’s life that are written in simple
words.

Can understand what is happening in a photo story (e.g. in a lifestyle magazine) and form an
impression of what the characters are like.

Can understand much of the information provided in a short description of a person (e.g. a
celebrity).
Can understand the main point of a short article reporting an event that follows a predictable
pattern (e.g. the Oscars), provided it is clearly written in simple language.
Audio-visual reception

Watching TV, film and video

Can follow changes of topic of factual TV news items, and form an idea of the main content.
Reception strategies

Identifying cues and inferring (spoken & written)

Can exploit format, appearance and typographic features in order to identify the type of text:
news story, promotional text, article, textbook, chat or forum etc.

Can exploit numbers, dates, names, proper nouns etc.to identify the topic of a text.

Can deduce the meaning and function of unknown formulaic expressions from their position in a
written text (e.g. at the beginning or end of a letter).

Spoken production

Overall spoken production

Can give a simple description or presentation of people, living or working conditions, daily
routines. likes/dislikes etc. as a short series of simple phrases and sentences linked into a list.

Sustained monologue: describing experience

Can describe his/her family, living conditions, educational background, present or most recent job.

Can describe people, places and possessions in simple terms.

Can say what he/she is good at and not so good at (e.g. sports, games, skills, subjects).

Can briefly talk about what he/she plans to do at the weekend or during the holidays.

Sustained monologue: giving information

Can give simple directions from place to place, using basic expressions such as ‘turn right’ and ‘go
straight’ along with sequential connectors such as ‘first,’ ‘then,’ and ‘next.’

Sustained monologue: putting a case (e.g. in a debate)

Can present his/her opinion in simple terms, provided listeners are patient.

Public announcements

Can deliver very short, rehearsed announcements of predictable, learnt content which are
intelligible to listeners who are prepared to concentrate.

Addressing audiences
Can give a short, rehearsed, basic presentation on a familiar subject.

Can answer straightforward follow up questions if he/she can ask for repetition and if some help
with the formulation of his/her reply is possible.

Written production

Overall written production

Can write a series of simple phrases and sentences linked with simple connectors like ‘and,’ ‘but’
and ‘because’.

Creative writing

Can write a series of simple phrases and sentences about their family, living conditions,
educational background, present or most recent job.

Can write short, simple imaginary biographies and simple poems about people.

Can write diary entries that describe activities (e.g. daily routine, outings, sports, hobbies), people
and places, using basic, concrete vocabulary and simple phrases and sentences with simple
connectives like ‘and,’ ‘but’ and ‘because’.

Can write an introduction to a story or continue a story, provided he/she can consult a dictionary
and references (e.g. tables of verb tenses in a course book).

Written reports and essays

Can write simple texts on familiar subjects of interest, linking sentences with connectors like ‘and,’
‘because,’ or ‘then.’

Can give his/her impressions and opinions in writing about topics of personal interest (e.g.
lifestyles and culture, stories), using basic everyday vocabulary and expressions.

Planning

Can recall and rehearse an appropriate set of phrases from his/her repertoire.

Compensating

Can identify what he/she means by pointing to it (e.g. ‘I'd like this, please’).

Monitoring and repair

No descriptors available

Spoken interaction

Overall spoken interaction

Can communicate in simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters to do with work and free time. Can handle very short
social exchanges but is rarely able to understand enough to keep conversation going of his/her
own accord.

Understanding an interlocutor

Can understand what is said clearly, slowly and directly to him/her in simple everyday
conversation; can be made to understand, if the speaker can take the trouble.

Conversation

Can handle very short social exchanges but is rarely able to understand enough to keep
conversation going of his/her own accord, though he/she can be made to understand if the
speaker will take the trouble.

Can use simple everyday polite forms of greeting and address.

Can chat in simple language with peers, colleagues or members of a host family, asking questions
and understanding the answers relating to most routine matters.

Can make and respond to invitations, suggestions and apologies.

Can express how he/she is feeling using very basic stock expressions.

Can say what he/she likes and dislikes.

Informal discussion (with friends)

Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly.

Can discuss what to do, where to go and make arrangements to meet.

Can express opinions in a limited way.

Formal discussion (meetings)

Can say what he/she thinks about things when addressed directly in a formal meeting, provided
he/she can ask for repetition of key points if necessary.

Goal-oriented co-operation (e.g. assembling a furniture kit, discussing a document, etc.)

Can indicate when he/she is following and can be made to understand what is necessary, if the
speaker takes the trouble.

Can communicate in simple and routine tasks using simple phrases to ask for and provide things,
to get simple information and to discuss what to do next.

Obtaining goods and services

Can ask for and provide everyday goods and services.

Can get simple information about travel, use public transport: buses, trains, and taxis, ask and give
directions, and buy tickets.

Can ask about things and make simple transactions in shops, post offices or banks.

Can give and receive information about quantities, numbers, prices etc.
Can make simple purchases by stating what is wanted and asking the price.

Can order a meal.

Can say when something is wrong, e.g. ‘The food is cold’ or ‘There is no light in my room.’

Can ask (face-to-face) for a medical appointment and understand the reply. Can indicate the
nature of a problem to a health professional, perhaps using gestures and body language.

Information exchange

Can communicate in simple and routine tasks requiring a simple and direct exchange of
information.

Can exchange limited information on familiar and routine operational matters.

Can ask and answer questions about what they do at work and in free time.

Can ask for and give directions referring to a map or plan.

Can ask for and provide personal information.

Can ask and answer simple questions about an event, e.g. ask where and when it took place, who
was there and what it was like.

Interviewing and being interviewed

Can answer simple questions and respond to simple statements in an interview.

Can indicate in simple language the nature of a problem to a health professional, perhaps using
gestures and body language.

Using telecommunications

Can, given repetition and clarifications, participate in a short, simple phone conversation with a
known person on a predictable topic, e.g. arrival times, arrangements to meet.

Can understand a simple phone message (e.g. ‘My flight is late. I will arrive at ten o'clock.’),
confirm details of the message and pass it on by phone to other people concerned.

Written interaction

Overall written interaction

Can write short, simple formulaic notes relating to matters in areas of immediate need.

Correspondence

Can convey personal information of a routine nature, for example in a short email or letter
introducing him/herself.

Can write very simple personal letters expressing thanks and apology.
Can write short, simple notes, emails and text messages (e.g. to send or reply to an invitation, to
confirm or change an arrangement).

Can write a short text in a greetings card (e.g. for someone’s birthday or to wish them a Happy
New Year).

Notes, messages and forms

Can write short, simple notes and messages relating to matters in areas of immediate need.

Can fill in personal and other details on most everyday forms, e.g. to request a visa or visa waiver,
to open a bank account, to send a letter recorded delivery, etc.

Online conversation and discussion

Can engage in basic social communication online (e.g. writing a simple message on a virtual card
for a special occasion, sharing news and making/confirming arrangements to meet).

Can make brief positive or negative comments online about embedded links and media using a
repertoire of basic language, though he/she will generally have to refer to an online translation
tool and other resources.

Goal-oriented online transactions and collaboration

Can make simple online transactions (such as ordering goods or enrolling on a course) by filling in
an online form or questionnaire, providing personal details and confirming acceptance of terms
and conditions, declining extra services, etc.

Can ask basic questions about the availability of a product or feature.

Can respond to simple instructions and ask simple questions in order to accomplish a shared task
online with the help of a supportive interlocutor.

Taking the floor (turntaking)

Can ask for attention.

Cooperating

Can indicate when he/she is following.

Asking for clarification

Can say he/she didn't follow.

Can signal non-understanding and ask for a word to be spelt out.

Mediation

Overall mediation

Can use simple words to ask someone to explain something. Can recognise when difficulties occur
and indicate in simple language the apparent nature of a problem. Can convey the main point(s)
involved in short, simple conversations or texts on everyday subjects of immediate interest
provided these are expressed clearly in simple language.

Mediation activities

Relaying specific information in speech

Can relay (in Language B) the point made in short, clear, simple messages, instructions and
announcements, provided these are expressed slowly and clearly in simple language (in Language
A).

Can relay (in Language B) in a simple way a series of short, simple instructions provided the
original speech (in Language A) is clearly and slowly articulated.

Relaying specific information in writing

Can list (in Language B) the main points of short, clear, simple messages and announcements
(given in Language A) provided that speech is clearly and slowly articulated.

Can list (in Language B) specific information contained in simple texts (written in Language A) on
everyday subjects of immediate interest or need.

Explaining data in speech (e.g. in graphs, diagrams, charts, etc.)

No descriptors available

Explaining data in writing (e.g. in graphs, diagrams, charts, etc.)

No descriptors available

Processing text in speech

Can convey (in Language B) the main point(s) contained in clearly structured, short, simple spoken
and written texts (in Language A), supplementing his/her limited repertoire with other means (e.g.
gestures, drawings, words from other languages) in order to do so.

Processing text in writing

Can use simple language to render in (Language B) very short texts written in (Language A) on
familiar and everyday themes that contain the highest frequency vocabulary; despite errors, the
text remains comprehensible.

Can copy out short texts in printed or clearly hand-written format.

Translating a written text in speech

Can provide a simple, rough, spoken translation into (Language B) of short, simple texts (e.g.
notices on familiar subjects) written in (Language A), capturing the most essential point.

Can provide a simple, rough spoken translation into (Language B) of routine information on
familiar everyday subjects that is written in simple sentences in (Language A) (e.g. personal news,
short narratives, directions, notices or instructions).

Translating a written text in writing

Can use simple language to provide an approximate translation from (Language A) into (Language
B) of very short texts on familiar and everyday themes that contain the highest frequency
vocabulary; despite errors, the translation remains comprehensible.

Note-taking (lectures, seminars, meetings, etc.)

Can make simple notes at a presentation/demonstration where the subject matter is familiar and
predictable and the presenter allows for clarification and note-taking.

Expressing a personal response to creative texts (including literature)

Can express his/her reactions to a work, reporting his/her feelings and ideas in simple language.

Can describe a character’s feelings and explain the reasons for them.

Can say in simple language which aspects of a work especially interested him/her.

Can say whether he/she liked a work or not and explain why in simple language.

Can select simple passages he/she particularly likes from work of literature to use as quotes.

Analysis and criticism of creative texts (including literature)

Can identify and briefly describe, in basic formulaic language, the key themes and characters in
short, simple narratives involving familiar situations that are written in high frequency everyday
language.

Collaborating in group: facilitating collaborative interaction with peers

Can collaborate in simple, practical tasks, asking what others think, making suggestions and
understanding responses, provided he/she can ask for repetition or reformulation from time to
time.

Collaborating in group: collaborating to construct meaning

Can make simple remarks and pose occasional questions to indicate that he/she is following.

Can make suggestions in a simple way in order to move the discussion forward.

Leading group work: managing interaction

Can give very simple instructions to a cooperative group who help with formulation when
necessary.

Leading group work: encouraging conceptual talk

Can ask what somebody thinks of a certain idea.

Facilitating pluricultural space

Can contribute to an intercultural exchange, using simple words to ask people to explain things
and to get clarification of what they say, whilst exploiting his/her limited repertoire to express
agreement, to invite, to thank etc.

Acting as intermediary in informal situations (with friends and colleagues)

Can communicate in (Language B) the main point of what is said in (Language A) in predictable, everyday
situations, conveying back and forth information about personal wants and needs, provided that the speakers
help with formulation.

Facilitating information in delicate situations and disagreements

Can recognise when speakers disagree or when difficulties occur in interaction and adapt memorised simple
phrases to seek compromise and agreement.

Strategies to explain a new concept: linking to previous knowledge

No descriptors available

Strategies to explain a new concept: adapting language

Can repeat the main point of a simple message on an everyday subject, using different words to help someone
else understand it.

Strategies to explain a new concept: breaking down complicated information

No descriptors available

Strategies to simplify a text: amplifying a dense text

No descriptors available

Strategies to simplify a text: streamlining a text

Can identify and mark (e.g. underline, highlight etc.) the key sentences in a short, everyday text.

Communicative Language Competences

Linguistic competence

General linguistic range

Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details,
daily routines, wants and needs, requests for information.

Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and
formulae about themselves and other people, what they do, places, possessions etc.

Has a limited repertoire of short memorised phrases covering predictable survival situations; frequent
breakdowns and misunderstandings occur in non-routine situations.

Vocabulary range

Has a sufficient vocabulary for the expression of basic communicative needs.

Has a sufficient vocabulary for coping with simple survival needs.

Grammar accuracy

Uses some simple structures correctly, but still systematically makes basic mistakes – for example tends to mix
up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say.

Vocabulary control

Can control a narrow repertoire dealing with concrete everyday needs.

Phonological control: overall phonological control

Pronunciation is generally clear enough to be understood, but conversational partners will need to ask for
repetition from time to time. A strong influence from other language(s) he/she speaks on
stress, rhythm and intonation may affect intelligibility, requiring collaboration from interlocutors. Nevertheless,
pronunciation of familiar words is clear.

Phonological control: sound articulation

Pronunciation is generally intelligible when communicating in simple everyday situations, provided the
interlocutor makes an effort to understand specific sounds.

Systematic mispronunciation of phonemes does not hinder intelligibility, provided the interlocutor makes an
effort to recognise and adjust to the influence of the speaker's language background
on pronunciation.

Phonological control: prosodic features

Can use the prosodic features of everyday words and phrases intelligibly, in spite of a strong influence on stress,
intonation and/or rhythm from other language(s) he/she speaks.

Prosodic features (e.g. word stress) are adequate for familiar, everyday words and simple utterances.

Orthographic control

Can copy short sentences on everyday subjects – e.g. directions how to get somewhere.

Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in
his/her oral vocabulary.

Sociolinguistic appropriateness

Can handle very short social exchanges, using everyday polite forms of greeting and address. Can make and
respond to invitations, suggestions, apologies etc.

Pragmatic: flexibility

Can adapt well-rehearsed memorised simple phrases to particular circumstances through limited lexical
substitution.

Can expand learned phrases through simple recombinations of their elements.

Pragmatic: turntaking

Can ask for attention.

Pragmatic: thematic development

No descriptors available

Pragmatic: coherence and cohesion

Can link groups of words with simple connectors like ‘and, ‘but’ and ‘because’.

Pragmatic: propositional precision

Can communicate what he/she wants to say in a simple and direct exchange of limited information on familiar
and routine matters, but in other situations he/she generally has to compromise the message.

Pragmatic: spoken fluency

Can construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable
hesitation and false starts.

Signing competences

Linguistic

Sign language repertoire

Can use a range of signs.

Can present different aspects of the plot or storyline (e.g. duration: as in "work through the night".

Can employ examples in order to illustrate something.

Can make the distinction between different things clear.

Can relay information in a short and minimal, yet intelligible way.

Can, with preparation, use the right names and terminology related to the topic at hand.

Can describe a person in terms of their characteristic features.

Can express his/her own opinion.

Can present visually simple information like actions and relationships (e.g. in the family).

Can sign a direct demand.

Can express an amount/quantity through mimic.

Can express proximity and distance by using appropriate mimic or other non-manual means, for example by, in
DGS, using the tongue to express 'round the corner'.

Can describe the design, colour and texture of clothes.

Diagrammatically accuracy

Can present the environment (e.g. landscape) by describing the relevant form(s).
Can put the focus on important elements by placing them spatially in the centre.

Can clearly and accurately perform a sequence of handshapes not only in isolation but also linked into a sentence.

Can use 'if ….then' sentences. Can express lists and sequences (..and..., ...plus...).

Can employ classifiers correctly in simple sentences.

Pragmatic

Sign text structure

Can, at the beginning of a text, give the details necessary to frame the description, providing answers to the key
what, here and who questions.

Setting and perspectives

Can when signing consistently maintain the relative sizes and proportions of objects (e.g. when peeling a banana).

Presence and effect

Can express emotions by employing mimic.

Can employ mimic appropriately to express negative and positive feelings (eyebrows together: negative; eyebrows
raised: positive).

Signing fluency

Can indicate the end of a sentence clearly by leaving a pause.

Sociolinguistic

Sociolinguistic repertoire and cultural repertoire

Can use an appropriate means of address when meeting an unknown deaf person.

Can adapt the signing space used to the context and the audience.

Can take into account aspects of the immediate environment that are important for signed communication (light,
objects on the table).

Plurilingual and pluricultural competence

Building on pluricultural repertoire

Can recognise and apply basic cultural conventions associated with everyday social exchanges (for example
different greetings rituals).

Can act appropriately in everyday greetings, farewells, and expressions of thanks and apology, although he/she
has difficulty coping with any departure from the routine.

Can recognise that his/her behaviour in an everyday transaction may convey a message different to the one
he/she intends, and can try to explain this simply.

Can recognise when difficulties occur in interaction with members of other cultures, even though he/she may well
not be sure how to behave in the situation.

Plurilingual comprehension

Can understand short, clearly articulated spoken announcements by piecing together what he/she understands
from the available versions in different languages.

Can understand short, clearly written messages and instructions by piecing together what he/she understands
from the versions in different languages.

Can use simple warnings, instructions and product information given in parallel in different languages to find
relevant information.

Building on plurilingual repertoire

Can mobilise his/her limited repertoire in different languages in order to explain a problem or to ask for help or
clarification.

Can use words and phrases from different languages in his/her plurilingual repertoire to conduct a simple,
practical transaction or information exchange.

Can use a word from another language in his/her plurilingual repertoire to make him/herself understood in a
routine everyday situation, when he/she cannot think of an adequate expression in the language being spoken.