Welcome to the ELL database for innovative projects in language teaching and learning.
This database contains projects that have received the European Language Label since 1999
(for the pilot phase 1998-99, please refer to "The European Label:
catalogue of projects 1998-99").
The database aims to inspire practitioners, stakeholders and policymakers by presenting "best practices" in the field of
language teaching and learning.
The European Language Label is awarded to local, regional, and national projects that have found creative ways to improve
the quality of language teaching, motivate students, make the best use of available resources to diversify the languages
on offer, and other innovative initiatives.
You can search the database according to a number of different criteria:
■ Year of the award
■ Projects by country
■ Educational sector(s)
■ Pedagogical theme(s)
■ Target language(s) of the projects
You can also combine up to all of these criteria to conduct a more focused search.
Your query will generate a list of the projects and individuals that have been awarded Labels – just click on the names to learn more (contact details, etc.).
Enjoy your search!
Label of the day
Mummy, daddy and me. Linguistic and cultural education of immigrants: preschoolers and their parents in order to provide equal educational opportunities and support the integration process.
The project was developed by academic workers of the Institute of Applied Polish Studies of the University of Warsaw and the team of methodologists and teachers of Polish as a foreign language working at the Foreign Language Teaching Foundation Linguae Mundi. The project was a result of work with immigrants and a response to educational needs in the scope of learning Polish as a foreign language by preschoolers and their parents.
Project activities aim at supporting immigrants’ social integration processes and promoting learning Polish as a foreign/second language by foreign children and adults. Thanks to learning Polish and developing cultural and social competences by families coming from abroad and thanks to content related preparedness of the receiving society, an environment conducive for acculturation and social integration process is created. Moreover, social marginalisation of
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