Language Education: Washback, CEFR, and Can Do Statements

Washback: Concept and Implications in Language Education

Definition

Washback (or backwash) is the effect that tests have on teaching and learning. It refers to how teachers change their teaching practices and students change their learning strategies in response to a test.

Types of Washback

• Positive Washback: Encourages beneficial practices (e.g., more communicative language teaching).
• Negative Washback: Leads to undesirable outcomes (e.g., teaching to the test, increased stress, ignoring untaught skills).

Who Washback Affects

• Teachers: May adapt content, methods, and assessment styles.
• Students: May focus on test strategies over communication.
• School Authorities: May make curriculum or resource decisions based on test results.
• Educational Systems: Can alter policies, curriculum frameworks, and assessment standards.

Implications for Language Teaching

• Teachers might narrow their focus to test content.
• Focus shifts from language use to test practice.
• Can stifle creativity and broader communicative competence.

Example: In Chile, the SIMCE Inglés test created pressure to prepare students specifically for listening and reading, while speaking and writing were ignored.

Can Do Statements and International Exam Alignment

What Are 'Can Do' Statements?

Descriptors of what learners can actually do with the language at each level of the Common European Framework of Reference for Languages (CEFR). They are organized around skills: Listening, Reading, Spoken Interaction, Spoken Production, and Writing.

Examples of Can Do Statements

• A1: "Can introduce themselves and ask simple questions."
• B1: "Can describe experiences and give reasons and explanations."
• B2: "Can understand complex texts and interact with fluency."
• C1/C2: Mastery and nuance in language use.

Use in International Exams

Exams like PET, FCE, CAE, CPE, IELTS, and TOEFL are aligned to CEFR levels. These exams use Can Do statements to define proficiency targets and to structure test content.

Importance in Chile

Chile aligns its English curriculum with the CEFR. Expected levels:

• A2 by 8th grade
• B1 by 12th grade

This alignment helps teachers set goals, choose exams, and track progress.

Material Selection & Adaptation with Can Do and CEFR

How to Use Can Do Statements in Material Selection

Selection

• Choose materials that align with students’ current or target CEFR level.
• For example, B1 learners need tasks involving descriptions, opinions, and everyday writing.

Adaptation

• Simplify or enrich materials to match the Can Do descriptors.
• If a reading text is too advanced for an A2 group, modify vocabulary or provide scaffolds.

Supplementation

• Add missing skills: If a textbook doesn’t include enough speaking practice, design role-plays or communicative tasks.
• Integrate real-world communication: emails, dialogues, presentations.

Classroom Use

• Use Can Do statements as learning objectives.
• Assess students through tasks that reflect real-world language use.
• Align activities with international exams and national goals (SIMCE, CEFR levels).

Understanding the Common European Framework (CEFR)

What is it?

A global standard used to:

• Describe people’s language ability.
• Guide curriculum, teaching, learning, and assessment.

Purpose

To give a clear, consistent system for:

• Curriculum design.
• Teaching materials.
• Language tests.
• Describing what learners can do.

Key Features of CEFR

• Focuses on real-life communication.
• Has six levels:
  • A1 & A2: Basic User
  • B1 & B2: Independent User
  • C1 & C2: Proficient User
• Describes four main skills:
  • Listening
  • Reading
  • Speaking (spoken interaction & spoken production)
  • Writing
• Includes communicative competence: Grammar, vocabulary, culture, and how language is used in real life.
• Helps align what’s taught in class with real-world use of English.

Can Do Statements Explained

These are descriptions of what learners can do at each CEFR level.

Examples of Can Do Statements by Level

A1

• Can introduce themselves.
• Can ask/answer basic personal questions.

A2

• Can talk about daily life, shopping, jobs, etc.
• Can give and understand basic directions.

B1

• Can describe experiences, opinions, and plans.
• Can understand main ideas in everyday situations.

B2

• Can discuss abstract topics.
• Can interact fluently with native speakers.

C1

• Can understand long, complex texts.
• Can speak fluently and flexibly in different contexts.

C2

• Can understand almost everything.
• Can express ideas very precisely and fluently, even in complex situations.

Can Do Statements help teachers choose the right goals and materials for each level.

English Qualifications and CEFR Alignment

CEFR is used by many international exams to define proficiency levels.

Examples of Exams Aligned with CEFR

• Cambridge Exams:
  • KET (A2), PET (B1), FCE (B2), CAE (C1), CPE (C2)
• IELTS
• TOEFL

Benefits of CEFR Alignment

• Helps learners understand their level.
• Makes it easier for schools and employers to recognize certificates.
• Helps choose the right exam for your level.

CEFR and the Chilean Curriculum

Chile uses the CEFR to guide English teaching in schools.

Chilean Goals for English Proficiency

• 8th grade: Reach A2
• 12th grade (IV medio): Reach B1

Proficiency by Grade Level

• By 10th grade: Students should have a positive attitude and basic ability to communicate.
• By 11th–12th grade: Students should be able to communicate clearly and fluently in different contexts.

The ALTE Framework

ALTE = Association of Language Testers in Europe

• Created a set of Can Do statements like CEFR’s, also based on research.
• ALTE’s levels align with CEFR.
• Their goal is to make tests more accurate, fair, and transparent.