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
Critical Peer Pedagogy for Language Learners
The "Critical Peer Pedagogy for Language Learners" project was developed and implemented by colleagues in Dublin City University to create an innovative and stimulating environment for language learners of ESOL and French at third level. Using a methodology based on three key approaches - peer teaching, content & language integrated learning (CLIL), and critical pedagogy -students are encouraged to develop a critical awareness of globalisation as a political, social and economic phenomenon and in so doing are made responsible for a complete teaching task from beginning to end. This involves selecting a topic of interest to the class, researching the topic, devising suitable class activities, managing class delivery, encouraging class participation, and critically evaluating their own performance and that of their peers. Students comment that, although they find this approach challenging,
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