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
Language across boarders
For a whole year, pupils from five Zealand schools have been working in a new kind of language laboratory, a digital network called Language Across Borders or simply LAB. Also students and teachers abroad have found their way into the public domain language laboratory where stories, games and language exercises are exchanged between users. The idea behind LAB stems from a desire to utilize the experience and practice, pupils already have in relation to electronic media. The project is funded by the Ministry of Education, the ITMF project (IT, media and schools). In addition to Grantofteskolen, Virum School, Skovshoved School, Hornbæk School and Tjørnegårdsskolen participate in the project, and two researchers from DPU evaluate the progress and achievements. The pedagogical considerations behind the project has placed focus on active communication and pupils' own contributions rather than
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