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
Languages Across the Curriculum - Integrated Course
Since September 1999, all of the current Year 10 students have been studying a second modern foreign language, with the majority doing this via «integrated courses», which they will continue next year and which will remain part of the Key Stage 4 curriculum. All students will receive accreditation for these language courses. Integrated courses involve students learning the new language as part of another subject course. They have one hour a week of the linked subject taught to them by a languages teacher, with the remaining lessons delivered by the specialist subject teacher. In this academic year, Italian and German have been linked with GCSE Short Course Art, Italian with GNVQ Part 1 Business Studies, Spanish with GCSE Short Course Geography and with GNVQ Part 1 ICT. The success of the project has led to the same aims and ideas being extended into the Key Stage 3 curriculum. The same p
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