An exceptional language learning experience. For every learner.

Languages vary from place to place, and learning those differences is part of communicating confidently. Smash introduces learners to different accents and regional vocabulary in French, English, and Spanish—for example, French words used in both France and Quebec.

This exposure helps learners understand a wider range of speakers and recognize how the same idea can be expressed in different ways.

Progress depends on students’ starting points, ages, previous learning, instructional time and opportunities to use the language. Students in the same class may develop different skills at different rates.

Smash’s structured pathways provide a reference for learning progression, while teachers set goals appropriate to their students and curriculum. CEFR levels should not be treated as fixed timelines or automatic equivalents to school grades.

Not necessarily. Students who already know some of the language may be ready to begin beyond the introductory levels. The right starting point depends on what they can understand and do, rather than which courses they have completed.

However, moving ahead before they are ready can leave gaps that make later learning harder. Teachers can build on students’ existing strengths, revisit foundations where needed, and work toward increasingly demanding tasks. Students may also be stronger in some skills than others. Available levels depend on the selected language and program.

Progress can feel less noticeable when familiar conversations become manageable but longer speech, unfamiliar topics and more complex language still require effort. This is sometimes called an “intermediate plateau” or “B1 plateau”; it does not mean learning has stopped.

Smash combines scaffolded immersion, natural-speed speech and vocabulary and applied grammar practice within connected themes. Repeated practice helps learners connect ideas, choose language more precisely and respond more independently as they work toward B2, where offered.

Smash uses CEFR-based pathways to give learners and educators a structured reference for progression and communication goals. The Common European Framework of Reference for Languages (CEFR), developed by the Council of Europe, describes practical language abilities through “can-do” statements.

This shared reference works across languages and educational settings; activities and expectations still need to suit learners’ ages, goals and contexts. Explore the Council of Europe’s official CEFR overview and language proficiency descriptors.

Yes—compare shared language-learning goals. Smash’s CEFR-based pathways provide a structured reference for developing French, English and Spanish skills. Educators can compare learning objectives and identify relevant content, even when their local curriculum uses a different structure.

Developed by the Council of Europe, CEFR describes what learners can understand and do in a language. It also provides a reference for qualifications offered by Cambridge English, France Éducation international and Instituto Cervantes.

Review Smash’s pathways alongside your school’s requirements to identify support for instruction and practice. The fit depends on the language, available levels, learner needs and local objectives. These institutional references explain frameworks and qualifications; they do not certify Smash or establish automatic curriculum alignment or exam-preparation services.

For educators considering ACTFL goals, Smash’s CEFR-based pathways offer a reference for discussing language progression. Both frameworks describe what learners can do, but their levels and assessment systems differ.

ACTFL (American Council on the Teaching of Foreign Languages) worked with a European research group on linking and validation studies. Its official CEFR alignment page explains the assessment-specific findings.

What should educators keep in mind?

• The links are one-directional: they support assigning CEFR ratings to the ACTFL assessments studied, not automatic reverse conversion.
• Correspondences differ by skill: reading/listening tables are distinct from speaking/writing.
• Following a CEFR-based curriculum does not itself establish an official ACTFL proficiency rating.

Smash’s CEFR-based pathways can help teachers describe newcomer students’ English or French development and set communication goals alongside their school requirements.

For school-age newcomers, consider provincial or territorial curricula, previous schooling, literacy backgrounds and classroom language needs. CEFR levels do not automatically correspond to grades or provincial assessment levels.

CMEC’s guidance on CEFR in Canada provides context. Ontario’s French as a Second Language curriculum and Alberta’s K–12 English as an Additional Language Proficiency Benchmarks are provincial examples, rather than evidence of identical practices across Canada. Review Smash’s available content against your setting’s goals.

Yes. Official education documents in countries such as Mexico, Colombia and Chile reference CEFR when describing language-learning goals or proficiency. In Spanish, CEFR is known as MCER—Marco Común Europeo de Referencia para las Lenguas.

Mexico’s SEP CENNI documentation includes framework references. Colombia’s Ministry of National Education English-language competency standards (PDF) and Chile’s Ministry of Education English curriculum document (PDF) reference CEFR in English-language education.

These examples explain the relevance of CEFR-based pathways in the region. Requirements vary by country, institution, program and learner age. For K–12 schools, universities and adult learners reviewing Smash, CEFR provides a common reference for progression while local curriculum and certification requirements remain in view.

The Council of Europe’s official CEFR overview explains the shared framework behind these references.

Smash’s English pathways and Cambridge English Qualifications both use CEFR as a reference for progression. This helps schools in Mexico and elsewhere discuss language goals using a shared framework.

Cambridge English Qualifications include A2 Key, B1 Preliminary and B2 First, with qualifications for young learners and school-age versions. These English-language qualifications are distinct from Cambridge International school curricula.

Smash supports learning over time; a Cambridge exam assesses performance against its own requirements. Sharing CEFR levels does not establish identical content or exam readiness, and completing a Smash level does not award a qualification or guarantee an exam result. See Cambridge English: CEFR and international language standards.

Cambridge English: About “for Schools” exams

Smash’s CEFR-based French pathways provide a reference for learning goals alongside official French qualifications. DELF covers A1, A2, B1 and B2; DALF is a separate diploma for more advanced proficiency, beyond Smash’s stated scope.

Earning either diploma requires passing its official examination separately. Completing a Smash level does not award a diploma or guarantee exam success. France Éducation international: Official French-language diplomas and tests explains the qualifications.

In Mexico, the Secretaría de Educación Pública (SEP) provides the Certificación Nacional de Nivel de Idioma (CENNI), a national reference for evaluating and certifying language proficiency.

SEP/DGAIR’s CENNI information and its official CENNI questions and answers (PDF) explain the certification and reference information connecting its levels with other frameworks, including CEFR—called MCER, Marco Común Europeo de Referencia para las Lenguas, in Spanish.

For institutions reviewing Smash’s CEFR-based pathways, these references provide context for discussing language-learning goals. Obtaining a CENNI document is a separate process governed by SEP’s requirements and accepted assessment evidence; Smash results do not automatically convert into CENNI certification.