I begin this article by briefly explaining why I think CercleS should encourage university language centres to align their courses and assessment with the proficiency levels of the "Common European Framework of Reference for Languages" (CEFR) and why they should use a version of the European Language Portfolio (ELP) to support the development of students' skills of self-management and reflective learning. I then summarize the CEFR's action-oriented approach to the description of language proficiency and consider the implications of this approach for language teaching and learning. After that I explain how the ELP is meant to mediate the CEFR's ethos and approach to learners and draw attention to some of the factors that shape its effective use. I conclude by proposing three tasks that could usefully be undertaken by the CercleS CEFR/ELP Focus Group.