The Common European Framework in its political and educational context What is the Common European Framework?

medi-
ation make communication possible between persons who are unable, for whatever
reason, to communicate with each other directly. Translation or interpretation, a para-
phrase, summary or record, provides for a third party a (re)formulation of a source text
to which this third party does not have direct access. Mediating language activities –
(re)processing an existing text – occupy an important place in the normal linguistic func-
tioning of our societies.
2.1.4
Domains
Language activities are contextualised within 
domains. These may themselves be very
diverse, but for most practical purposes in relation to language learning they may be
broadly classified as fourfold: the public domain, the personal domain, the educational
domain and the occupational domain.
Common European Framework of Reference for Languages: learning, teaching, assessment
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The 
public domain refers to everything connected with ordinary social interaction (busi-
ness and administrative bodies, public services, cultural and leisure activities of a public
nature, relations with the media, etc.). Complementarily, the 
personal domain comprises
family relations and individual social practices.
The 
occupational domain embraces everything concerned with a person’s activities and
relations in the exercise of his or her occupation. The 
educational domain is concerned
with the learning/training context (generally of an institutional nature) where the aim
is to acquire specific knowledge or skills.
2.1.5
Tasks, strategies and texts
Communication and learning involve the performance of 
tasks which are not solely lan-
guage tasks even though they involve language activities and make demands upon the
individual’s communicative competence. To the extent that these tasks are neither
routine nor automatic, they require the use of