Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги самарқанд давлат чет тиллар институти

Country
CEFR target/age
England	A1 by 11 years
Croatia	A1 by ten/11 years
Italy	A1+ by 11 years
Netherlands	A2 by 12 years
Poland	A1 by 11 years
Spain	A1 by 12 years
Sweden	A1 by nine years A2.1 by 12 years

Within the CEFR, the descriptors for levels A1 and A2 on the ‘global scale’ are as follows (Council of Europe):

Table 4: CEFR descriptors for A1 and A2 levels

Basicuser	A2	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 of immediate need.
	A1	Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/her 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 in a simple way provided the other person talks slowly and clearly and is prepared to help.

Both A1 and A2 on the CEFR levels are characterized as ‘basic user’. In terms of these levels, Evener assesses language outcomes among participating learners as follows: The average ELLIE learners have approached A1 level (as described by the CEFR) in their oral and aural skills during the first four years of instruction

One teacher pointed out difficulties in pronunciation: “Pronunciation is a bit difficult because most first graders are missing front teeth. This problem is usually solved by speaking in chorus”.
Instruction is organized in a variety of ways indifferent countries (see Table 5, below, which excludes England as the foreign language taught there is not of concern in this qualification paper).
Table 5: Organization of instructional hours in primary schools: