Course levels
Understand your starting point.
A learning level describes what you can do with a language. Use it to choose a suitable course and recognise your next steps.
Our progression model
The Common European Framework of Reference for Languages (CEFR) describes language ability through practical learning outcomes. Where applicable, Europa’s programme guides follow the A1, A2, and B1 sequence.
The descriptions below are an orientation. Exact objectives, grammar, vocabulary, and writing-system demands vary by language.
| Level | Learning focus | Typical communication |
|---|---|---|
| A1 · Foundation | A starting point for simple, familiar language. | Introduce yourself, exchange basic details, and make straightforward requests with support. |
| A2 · Elementary | A wider range of routine situations. | Discuss everyday activities, manage simple transactions, and understand short practical messages. |
| B1 · Intermediate | More independent use of familiar language. | Describe experiences, explain a view, and understand the main points of familiar discussions and texts. |
Different languages, different pathways
Writing systems and language structures shape how learning develops. Turkish study develops familiarity with its Latin-based alphabet, vowel harmony, and suffix patterns; Chinese brings together tones, pinyin, and characters; Japanese involves hiragana, katakana, and kanji; Korean begins with Hangul and develops its own patterns of sentence structure and politeness.
Japanese, Korean, and Chinese have language-specific examination systems, including JLPT, TOPIK, and HSK. Their level labels should not be read as automatic equivalents of CEFR stages. Read the framework note and objectives on each programme page.
A course level describes intended study. It does not guarantee an examination result, certify your ability, or establish that you meet a university or employer’s requirement.
Choose a level thoughtfully
Start with what you can do
Read the entry guidance, then consider your speaking, listening, reading, and writing separately. A familiar grammar topic may still need practice in conversation.
Build on previous study
For a later stage, you should have completed the preceding level or have comparable knowledge. A past course or examination can be useful context when discussing your starting point.
Allow for regular practice
Progress depends on starting knowledge, study time, attendance, and practice. Course duration and expected self-study will be announced with the intake.