Canadian Language Benchmark (CLB)

The Canadian Language Benchmarks, abbreviated to CLB, are a standard used in Canadian immigration applications to describe 12 levels of language ability across listening, speaking, reading and writing. They are used in a range of contexts, including immigration to Canada and study in Canada.

What is the CLB?

As noted earlier, the CLB is not a test. If an applicant sits a language test, they will not see a CLB level on the certificate or test results. They can use the tables below to find their CLB level based on the scores they received on the test. Below are the CLB levels for the four language tests used in Canada’s widely used Express Entry immigration system.

Note that the levels required to qualify for immigration through one of the programmes managed under theExpress Entrysystem depend on the type of programme the applicant applies to; the 3 main programmes operating under Express Entry are:

• The Federal Skilled Worker Program (FSWP).
• The Federal Skilled Trades Program (FSTP).
• The Canadian Experience Class (CEC).

How the CLB works

There are 12 levels in the Canadian Language Benchmarks (CLB). These levels run from basic (CLB 1) to advanced (CLB 12). They are divided into 3 stages: Basic, intermediate and advanced – with 4 benchmarks within each of those stages, namely: Initial, developing, adequate and fluent. Each CLB level applies to the 4 language skills: Listening, speaking, reading and writing.

For immigration programmes, the Government of Canada accepts only specific language tests, as follows:

• CELPIP General
• IELTS General Training
• PTE Core
• TCF
• TEF

For Canadian Work Permit or Study Permit programmes, meanwhile, the Government sets no specific language score requirement. That said, immigration officers assessing applications always pay close attention to the language ability of any applicant wishing to come to Canada, other than under family sponsorship or visitor categories.

Why the CLB matters

If an applicant is applying to immigrate to Canada, they will almost certainly need to know their CLB level. Applicants for Canadian permanent residence through any programme managed within the Express Entry system must demonstrate a minimum CLB level depending on the type of programme they apply under, and may earn additional points under the Comprehensive Ranking System (CRS) if they reach CLB 5 or above in their second language.

An accompanying common-law partner may also earn additional CRS points for their language ability, and this too must be demonstrated through a CLB level.

The CLB may also be required under other Canadian immigration programmes. For instance, applicants hoping to apply throughthe Quebec Skilled Worker Programme (SWSP)may also earn points under a separate points system if they reach CLB 5 or a higher CLB level in English.

Knowing their CLB level can also be useful for applicants who wish to study in Canada. The CLB is used as the framework for teaching English as a Second Language (ESL) in Canada, and may be required by their prospective college or university as proof that they are able to understand the course materials of the intended programme of study. Find out more about language tests for prospective international students.

CLB score conversion tables

Descriptions of the CLB levels

The descriptions below set out in detail what each of the 12 Canadian Language Benchmarks (CLB) means in terms of language ability across the speaking, reading, writing and listening skills.

CLB 1: Initial basic

• Speaking:The speaker has difficulty conveying even the most basic words and ideas, even to a familiar listener. With strong support from gestures, prompts and guidance, they can produce isolated basic words relating to immediate needs. With little or no command of basic grammatical structures and tenses, they may fall back on their mother tongue.
• Reading:The reader has very limited ability and struggles to recognise most words. They can recognise most letters, numbers, a few short words and simple, short phrases relating to everyday objects and immediate needs, but have almost no ability to decode unfamiliar words, read connected text, or infer the meaning of unknown words. They rely heavily on pictures and other visual cues when interpreting meaning.
• Writing: The writer is limited to writing letters, numbers, isolated familiar words, and short familiar phrases in very short passages, with frequent errors of spelling, punctuation and capitalisation. With an extremely limited vocabulary and little or no knowledge of language structure, they have great difficulty conveying even the simplest facts or ideas.
• Nghe: The listener can understand only a very small number of simple words and short phrases covering basic concepts when spoken slowly and clearly. They may need to rely on repetition and/or accompanying gestures, such as hand movements or pictures.

CLB 2: Developing basic

• Speaking: The speaker converses in short phrases and basic words, with little evidence of connected text. They rely on gestures, guidance and prompts from a familiar and supportive listener. They have very little command of basic grammar, tenses and language structure. Delivery is slow, with many pauses and hesitations.
• Reading: The reader can identify key words and simple details, and can grasp the main idea of short phrases and sentences based on familiar words and phrases. They have limited knowledge of sound-letter relationships and English spelling conventions, with very limited ability to decode unfamiliar words, read connected text or infer the meaning of unknown words. Visual cues such as pictures and graphics may be needed, along with a bilingual dictionary, for the reader to grasp meaning.
• Writing: The writer finds it difficult to convey simple facts and ideas, with little knowledge of word order and word forms. They can convey basic personal identification details, words and simple phrases, as well as a few simple sentences about very familiar information relating to immediate needs, but are limited to common words and phrases.
• Nghe: The listener can understand a limited number of simple words, short phrases and sentences relating to immediate personal needs when spoken slowly and clearly. Visual cues may be needed for the listener to understand.

CLB 3: Adequate basic

• Speaking: The speaker can convey basic information in simple sentences about immediate needs and personal experience. They may need visual cues or prompts, but can form sentences with evidence of connected text and knowledge of tenses and grammatical structures. Speech is often halting and pronunciation may be difficult to follow.
• Reading: The reader can understand short, simple texts on familiar, personally relevant everyday topics where the text is short, clearly organised and supported by visual cues. They grasp the main idea of a text based on familiar words and phrases, understand some simple connected text, and have limited ability to infer or decode the meaning of unfamiliar words.
• Writing: The writer has a developing grasp of simple language structures and everyday vocabulary, and can use these to build simple sentences about familiar information relating to personal experience and everyday situations. Even so, they have difficulty conveying a simple message, with word order and word forms getting in the way of comprehension.
• Nghe: The listener can understand simple key words, formulaic phrases and some short sentences on familiar topics when spoken slowly and clearly in an undemanding context. They may need support, such as repetition, paraphrasing, translation or visual cues.

CLB 4: Fluent basic

• Speaking: The speaker can convey basic information about everyday activities, experiences, wishes and needs in informal, undemanding contexts. They can speak in short sentences, with evidence of connected text, but may struggle with grammar, vocabulary, tenses and grammatical structures.
• Reading: The reader understands the overall meaning of short, undemanding texts by identifying purpose, main idea, some specific details and the links between paragraphs, although they still rely on a bilingual dictionary and may rely on graphics and other visual cues. Comprehension also draws on a developing knowledge of basic grammar and an emerging grasp of a limited range of complex sentences and structures.
• Writing: The writer can construct short, simple texts about personal experience and familiar topics or situations relating to everyday life and experience where the message is simple in grammar and vocabulary. Sentences are built with a single clause, with a developing grasp of spelling, punctuation and capitalisation.
• Nghe: The listener can understand simple communication on familiar topics in one-to-one conversation or in small groups. The listener is supported when speech is delivered at a slow to normal pace, and may be aided by visual or contextual cues. An emerging grasp of more complex sentences and recognition of common idioms may be evident.

CLB 5: Initial intermediate

• Speaking: The speaker can begin to sustain a conversation in small groups, with clear evidence of connected text and adequate fluency in familiar contexts. They command a range of common everyday vocabulary, which may include a few idioms, allowing them to present concrete information about needs and familiar, personally relevant topics.
• Reading: The reader may still need a bilingual dictionary to interpret meaning, but is able to understand concrete, factual texts without one, provided the text is concrete, factual and descriptive. They can identify purpose, main idea, important details, links between paragraphs, style and tone, but often have to re-read and need clarification.
• Writing: The writer has good command of simple structures, but struggles with complex ones. Where the topic is familiar and the passage short, they can construct simple to moderately complex descriptions, narratives and communications on concrete, familiar topics relating to everyday life and experience, with adequate use of connecting words, vocabulary and phrases.
• Nghe: The listener can understand and respond to moderately complex communication in both formal and informal contexts. They can distinguish between overall meaning and implied meaning, drawing on a growing grasp of complex sentences and structures. They can follow a telephone conversation where the topic is familiar and pronunciation clear.

CLB 6: Developing intermediate

• Speaking: The speaker can communicate in some more formal contexts, as well as in simple telephone conversations. Speech is reasonably fluent, with some hesitation and grammatical errors. They command a range of everyday vocabulary, which may include some idioms and a few common cultural references, and can adjust their speech to reflect a degree of formality appropriate to the group.
• Reading: The reader can understand some moderately complex texts in factual, predictable situations, both formal and informal, while occasionally supported by pictures and a concise monolingual dictionary. Comprehension draws on a growing grasp of complex sentences and structures, although they may need visual cues and may have to re-read the text.
• Writing: The writer can produce an adequate paragraph structure with a main idea and some supporting details, using connecting words and phrases, and with adequate control of spelling, punctuation and formatting. Despite this degree of control over structure, spelling, punctuation and formatting, they may use some phrases and word combinations that sound awkward, and language that is at times unsuited to the intended audience.
• Nghe: The listener can understand moderately complex conversation, including some abstract concepts and ideas relating to life experience. Comprehension is better when speech is delivered at a slow to normal pace with clear pronunciation. Recognising different tones and understanding a growing number of idiomatic phrases are characteristic of this level of ability.

CLB 7: Adequate intermediate

• Speaking: The speaker adapts their style and tone to different audiences and situations, with an expanded range of concrete and idiomatic language that may include some common cultural references. They can communicate with a degree of confidence in a range of everyday social, educational and work situations, and present concrete information and some abstract information on an expanded range of familiar topics.
• Reading: The reader can identify purpose, main idea, specific details and much implied meaning, while using a monolingual dictionary to confirm and refine their interpretation of unknown terms. They can understand factual, descriptive or argumentative language with opinion, explicit and implied meaning, concrete, abstract or specialised vocabulary, and some idioms.
• Writing: The writer can construct texts of moderate length, made up of several short, coherent paragraphs that clearly express a main idea with adequate supporting detail. The text includes an introduction, development of ideas and a conclusion, and draws on a range of vocabulary. Word choice may still borrow syntax and structures from their mother tongue, which can come across as unnatural or cumbersome.
• Nghe: The listener can understand and respond to moderately complex conversation in formal and informal contexts, while grasping a growing range of abstract ideas and concepts relating to general knowledge and life experience. They may still find it difficult to follow a conversation on the telephone or with several participants, particularly at a faster than normal pace. They can recognise a range of tones, styles, idioms and meanings.

CLB 8: Fluent intermediate

• Speaking: The speaker communicates with clear evidence of connected text, even in unfamiliar groups and some formal, moderately demanding contexts. They use an expanded range of concrete, abstract and idiomatic language, which may include some common cultural references. Only minor difficulties with grammar or vocabulary are likely to impede conversation.
• Reading: The reader can identify mood, attitude and tone, while locating, integrating and comparing several different kinds of information. They can use a monolingual dictionary to confirm and refine their interpretation of unknown terms, but often infer the meaning of unknown terms, phrases and idioms from context and from the overall meaning of the text.
• Writing: The writer can construct clear, moderately complex texts on familiar concrete topics and some abstract topics in factual, predictable formal and informal contexts. They can convey moderately complex messages using an expanded and appropriate range of natural idiomatic language, cultural references and figurative language.
• Nghe: The listener can understand moderately complex communication in formal and informal contexts, including abstract concepts and ideas relating to general knowledge, life experience and specialised situations. They can sustain a conversation for longer periods and in more demanding contexts, but may struggle with fast, colloquial or idiomatic conversation.

CLB 9: Initial advanced

• Speaking: The speaker can communicate confidently in challenging situations and present information on complex, abstract and general topics. They have smooth control of grammar, structures and tenses, and adapt their speaking style and tone to a range of audiences and situations. Vocabulary and pronunciation rarely impede communication.
• Reading: The reader has initial advanced ability, understanding an adequate range of complex texts in some unpredictable contexts and on some unfamiliar topics. Texts may be demanding, long, dense and linguistically complex, often with idiomatic and figurative language. They draw on their knowledge of complex grammar and syntax to interpret nuance within a text, but may struggle when attempting to interpret less common idioms, cultural references and figurative language.
• Writing: The writer can write prose on abstract and unfamiliar topics that may require research, of up to around 1,500 words, with adequate organisation of ideas and development of the topic. Although some errors of grammar, collocation and word choice still occur, they command a good range of concrete, abstract and idiomatic language suited to context and purpose, which may include some genre-specific expressions and cultural references.
• Nghe: The listener can understand a range of concrete, abstract and technical language, and draws on their knowledge of complex grammar and syntax to interpret meaning. They can sustain conversation over long periods and in group settings, but may find it difficult to recognise nuances across different styles, tones and registers, verbal humour, less common idioms and cultural references.

CLB 10: Developing advanced

• Speaking: The speaker communicates fluently in a growing range of demanding contexts, with an expanded range of concrete, abstract and idiomatic language suited to context and purpose, which may include figurative language and cultural references. They can communicate with colleagues and people in positions of authority, one-to-one or in groups of any size. Grammar, vocabulary and pronunciation very rarely impede fluency.
• Reading: The reader can identify the purpose, main idea and supporting details of a text, while interpreting the writer’s intent, mood, attitude and point of view. They may have a dictionary to hand, but usually grasp the meaning of linguistically complex text.
• Writing: The writer can construct complex formal and informal texts for an increasingly wide range of purposes and tasks in mostly familiar but demanding situations, of up to around 3,000 words. The main idea is clearly conveyed and well supported, with nuance and attention to detail. Errors of grammar, collocation and word choice are very few.
• Nghe: The listener can understand an expanded range of complex, detailed formal and informal communication on most topics of general interest and on topics relating to their personal or professional life. They draw on their knowledge of complex grammar and syntax to interpret meaning, but may find it difficult to interpret colloquial humour, idiomatic phrases and cultural references, particularly when the speaker talks quickly.

CLB 11: Adequate advanced

• Speaking: The speaker has advanced ability, communicating comfortably in work, educational and social situations that are not routinely demanding or challenging, and presenting information on complex, abstract, general and specialised topics. They speak in a connected, coherent way and adapt their language, style and tone to suit a wide range of contexts, audiences, genres and purposes.
• Reading: The reader can understand an expanded range of complex, multi-purpose texts in most unpredictable contexts and on unfamiliar topics, even where the text is extremely long and dense with sophisticated reasoning, implied subtlety, advanced idiomatic and figurative language, and socio-cultural references. With an adequate command of style, tone and register, they can identify the writer’s purpose, main idea, intent, mood, attitude and point of view, line of reasoning and structure.
• Writing: The writer can construct text of any length required by the purpose, task and genre, with a coherent synthesis of complex information from multiple sources. They write with confidence and command a wide range of complex and varied structures, where the main idea is clearly conveyed and well supported with finer detail.
• Nghe: The listener has an advanced grasp of complex, detailed formal and informal communication on a wide variety of topics relating to unfamiliar, abstract, conceptual or technical matters. They only occasionally have difficulty interpreting verbal humour, less common idioms, irony, satire, cultural references and figurative, symbolic and idiomatic language.

CLB 12: Fluent advanced

• Speaking: The speaker has excellent command of a wide range of complex grammatical structures, with a rich vocabulary and a broad range of concrete, abstract and idiomatic language, including figurative language, idiomatic phrases and cultural references. They can present information on complex, abstract, general and specialised topics in formal and group settings.
• Reading: The reader has fluent advanced ability, understanding unfamiliar, complex, multi-purpose texts in a variety of styles and formats across a wide range of demanding and unpredictable situations and contexts. They can interpret idiomatic and figurative language, slang and cultural references in demanding, unpredictable texts containing abstract, conceptual or specialised vocabulary.
• Writing: The writer commands an excellent range of concrete, abstract and idiomatic language, used appropriately, accurately and flexibly, including genre-specific expressions and cultural references. They proofread, revise and edit every aspect of a text effectively and can convey complex messages clearly, effectively and with stylistic polish, fit for publication or public distribution.
• Nghe: The listener has a deep grasp of all language styles and tones, with little or no difficulty interpreting verbal humour, less common idioms, irony, satire, cultural references and figurative, symbolic language. They can infer meaning from information that is not stated explicitly and can understand a broad range of vocabulary, both general and colloquial.

Find out more about the Canadian Language Benchmarks (CLB) on the Government website athere.