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
As a result of the European integration process and increasing internationalisation, young professionals are facing increasing demands in terms of mobility and flexibility, development of linguistic, professional and intercultural skills, key qualifications, etc. In order to meet this need for additional qualifications with targeted, innovative forms of further training, the project initiative Challenge Europe was launched by the Berufsförderungsinstitut Oberösterreich (vocational training institute of Upper Austria) in October 1993. Project partners are school authorities, vocational schools, training companies, youth organisations and educational institutions in various European countries. Aims: improvement of linguistic competence in English as a foreign language and acquisition of additional knowledge in a second/third foreign language. The main focus is on communicative competence i
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