The Distinction between C1 and C2 : Why Separate Classes Matter at the Highest Levels of the CEFR
- deivid12756
- Apr 16, 2025
- 3 min read
At International House Newcastle, we are recognised for the consistency and quality of our classes, particularly in terms of language level. Across the full range of proficiency, we offer carefully tailored classes—ranging from an A1 group for complete beginners to a dedicated C2 class for proficient users. We do not merge C1 and C2 learners, even when group sizes might suggest it, because we believe strongly in acknowledging and preserving the significant differences between these levels.
Our commitment to maintaining a separate, advanced-level classes at C1 and C2 reflects our belief in providing each learner with the most appropriate and challenging environment for their development. While learners at the C1 level are highly competent and functionally effective in most environments, many are still consolidating their skills. They may have only recently progressed from B2, and as such, their language use, although confident, often relies on rehearsed patterns and a narrower lexical range. Typical C1 learners still benefit greatly from scaffolding, structured practice, and guided fluency-building tasks.
While learners at the C1 level are highly competent and functionally effective in most environments, many are still consolidating their skills. They may have only recently progressed from B2, and as such, their language use, although confident, often relies on rehearsed patterns and a narrower lexical range. Typical C1 learners still benefit greatly from scaffolding, structured practice, and guided fluency-building tasks.
By contrast, C2 learners demonstrate a command of the language that approaches that of a native speaker. Their linguistic flexibility, understanding of tone and register, and ability to engage critically with abstract or culturally embedded texts place them in a distinct category. A C2 user can not only understand virtually everything they hear or read, but can also summarise and reconstruct arguments coherently, express themselves spontaneously with fine shades of meaning, and adapt language appropriately to various social, academic, and professional contexts.
This distinction is not merely theoretical—it has clear pedagogical implications. A C2 class requires a different approach, for example, classes should incorporate authentic materials such as journal articles, high-level opinion pieces, or literary texts, and encourage open-ended discussion and debate. Tasks should emphasise critical thinking, rhetorical skill, and the mastery of idiomatic language.
At International House Newcastle, we have observed that placing C1 and C2 students together undermines the learning experience of both groups. C1 learners, especially those newly arrived from B2, can become overwhelmed by the depth and pace expected at C2. Simultaneously, C2 learners may find themselves held back, unable to engage with content that challenges them.
That is why we place such a strong emphasis on maintaining a clear and purposeful separation between C1 and C2 classes. It is not simply a matter of structure, but of respect for the learner’s stage of development and their need for targeted, appropriate instruction. We take great care to offer a true C2 class—providing a stimulating environment where our most advanced students can truly thrive. We feel that it is imperative to recognise and support the subtle yet vital distinctions that exist even at the highest levels of proficiency. By doing so, we empower learners not just to use English, but to master it.
By Caroline Preston (Academic Director at International House Newcastle.
April, 2025.
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