Canadian English Language Proficiency Index Program (CELPIP)
What is CELPIP?
The Canadian English Language Proficiency Index Program (CELPIP) is an English language proficiency test that is accepted by many governments, professional organizations, universities, colleges, and employers as proof of English language ability.
The CELPIP test measures a test taker's English skills in a variety of everyday situations, such as communicating with coworkers and supervisors at work, interacting with friends, understanding news broadcasts, and reading and responding to written materials.
There are two versions of the CELPIP test: the CELPIP-General Test and the CELPIP-General LS Test.
The CELPIP-General Test assesses functional Listening, Reading, Writing, and Speaking skills. It is accepted by Immigration, Refugees and Citizenship Canada (IRCC) as proof of English language proficiency for permanent residency in Canada. Other organizations that accept the CELPIP-General Test include the Real Estate Council of British Columbia (RECBC) and Immigration Consultants of Canada Regulatory Council (ICCRC).
The CELPIP-General LS Test assesses functional Listening and Speaking proficiency. It is accepted by IRCC as proof of English language proficiency for Canadian citizenship.
CELPIP General Test
SCORING
Each component of the test (listening, reading, writing and speaking) will be given a CELPIP Level. Below is a chart of each CELPIP-General level and its corresponding description. Since the CELPIP-General Test scores have been calibrated against the Canadian Language Benchmarks (CLB) levels, we have included the CLB level equivalencies for your information.
CELPIP Level CELPIP Descriptor CLB Level
12 Advanced proficiency in workplace and community contexts 12
11 Advanced proficiency in workplace and community contexts 11
10 Highly effective proficiency in workplace and community contexts 10
9 Effective proficiency in workplace and community contexts 9
8 Good proficiency in workplace and community contexts 8
7 Adequate proficiency in workplace and community contexts 7
6 Developing proficiency in workplace and community contexts 6
5 Acquiring proficiency in workplace and community contexts 5
4 Adequate proficiency for daily life activities 4
3 Some proficiency in limited contexts 3
M Minimal proficiency or insufficient information to assess. 0, 1, 2