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
Progressive Approaches to Foreign Language Learning
The aim of the project is to increase the quality of foreign language learning from the 1st grade at the primary school, develop language skills at early age (reading, writing, speaking and listening, text dramatisation, regular listening to songs and dialogues) and integrate English language into main subjects (mathematics, natural science, geography), work with PC and creative informatics, into educational subjects (physical education and arts) and extra-school activities organised after the school via CLIL method (Content and Language Integrated Learning). The school is involved in experimental testing of the national project Didactic efficiency of CLIL method at the 1st level of the primary school in teaching foreign languages guaranteed by the State pedagogical institute and the Research Institute for Child Psychology and Patho-psychology in Bratislava, Faculty of Pedagogy and Facul
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