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
MoMo: Mobility for Workers in Mobility
The project has offered new training and requalification opportunities to individuals benefiting from the Italian social security cushion called “mobility”. The programme addressed in particular to unemployed being registered at a job centre of the autonomous Province of Trento and at the employment lists willing to take part in a highly specialised experimental pathway of 5 weeks in Great Britain, Germany and Ireland. Through this transnational placement the beneficiaries had the opportunity to improve their language skills as well as to take part in an intensive in-company training which represented an opportunity of requalification in the area of management and production automation. The experience has led to the acquisition or to the improvement of language skills both through traditional training in classrooms and through practice in professional contexts, thus favouring the “non-ar
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