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
Intensive French Course for Physiotherapists – Teaching General and Medical French with the Use of Neurolinguistic Programming in Language Learning
The project comprising intensive French course for physiotherapists has been implemented since 2009. Two cycles were implemented as part of the Leonardo da Vinci project entitled "European Physiotherapy - Study in Poland and Work in France".
The project was implemented by people preparing for working as physiotherapists in France. The project aimed at preparing course participants for integration at three different levels: professional, institutional and social. It also focused on the use of acquired language skills for professional purposes.
The programme was based on the passion for teaching French and the need to respond to specific linguistic problems of physiotherapists. Project activities were based on the motivation of learners, for whom learning a language constituted an integral part of professional development.
Key elements of the course included: (a) an original textbook fo
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