At the English Preparatory School (EPS), the journey of English language learning, encompassing the levels of instruction, teaching materials, curriculum, and assessment methods, is meticulously aligned with the Common European Framework of Reference for Languages (CEFR) and its benchmarks for English proficiency. The targeted exit proficiency for undergraduate students is set at the B2 CEFR level, with a structured progression to meet specific language milestones at each level.

EPS students embark on their English learning path starting at the A1 level, advancing through to B1+. Each level is designed to be completed within an academic semester. However, the pace at which students progress through these levels is influenced by various factors, such as their motivation, the purpose behind their English language learning, and the time dedicated to individual study. The number of hours required for advancement also significantly differs among students, affected by variables including age, motivation, educational background, previous study, and exposure to English outside of the classroom setting. Learning English is akin to scaling a mountain: the journey becomes increasingly challenging as one ascends. Notably, advancing from B1 to B2 requires more time and effort than progressing from A1 to A2, reflecting the incremental complexity and depth of language proficiency at higher levels.

Common European Framework (CEFR) is a tool for mapping learners’ journey in learning the English language. CEFR divides English language learning into six specific proficiency levels as follows:

• Basic User (A1 and A2)
• Independent User (B1 and B2)
• Proficient User (C1 and C2)

CEFR scale is based on a set of statements, “can do” statements, that describe what a learner can do at each English language proficiency level. This helps all learners even those at the lowest levels see that learning has value and that they can attain language goals. CEFR descriptors for each specific language level are indicated below.

Users/Students with this level of English proficiency:

• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of the needs of a concrete type.
• Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows, and things he/she has.
• Can interact only provided the other person talks slowly and clearly and is prepared to help

Users/Students with this level of English proficiency:

• 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 his/her background, immediate environment, and matters in areas in areas of immediate need.

Users/Students with this level of English proficiency:

• 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 traveling in an area where the language is spoken.
• Can produce simple connected text on familiar topics or of personal interest.
• Can describe experiences and events, dreams, hopes, and ambitions and briefly give reasons and explanations for opinions and plans.

User/Students with this English proficiency level:

• have a sufficient range of language to describe unusual and predictable situations and to express my thoughts on abstract or cultural as well as everyday topics (such as music, films).
• can explain the main points relating to an idea, problem, or argument with reasonable precision.
• can use connecting words to link sentences into a coherent sequence, though there may be some “jumps”.
• can communicate with reasonable accuracy in familiar contexts, though with noticeable influences from my mother tongue.
• can express myself relatively easily when talking freely and keep the conversation going effectively without help, despite occasional pauses to plan and correct what I am saying.
• can use uncomplicated language to interact in a wide range of situations in a neutral way.