What is the goal of the EJCL?

  • To promote high-quality innovative projects in the field of language education
  • To inspire other teachers to adopt new language teaching methods
  • To increase the motivation of pupils and students to study foreign languages
  • To inspire language teaching professionals, teachers, school heads, school founders and other individuals in the field of language teaching through an online database of all award-winning projects by presenting “examples of good practice” in the field of language teaching.

How can I apply?

Implementers can submit their language projects in response to a Call announced by the Centre for International Cooperation in Education, generally at the beginning of the year. Only applications that are complete and have been properly entered and sent by the deadline will be evaluated. The application must contain sufficient and relevant information that meets the criteria and priorities set out in the Call for proposals.

General criteria:

  • A project submitted for evaluation must meet both the general criteria set by the European Commission, as well as at least one of the European of national priorities.
  • The project must be comprehensive in its approach. All the elements of the language project – from pupils/students to teachers, from methods to materials, should be geared to identifying and catering to the needs of pupils/students.
  • The project should offer added value in its national context. This means a clear improvement in foreign language teaching and learning in terms of both quality and quantity. “Quantity” may apply to a project that promotes the study of a number of languages, particularly the less widely known ones, while “quality” may refer to the introduction of improved procedures approaches and methods.
  • The project should motivate students and teachers to improve their language skills.
  • The project should be original and creative. It should provide innovative approaches to the study of foreign languages, while at the same time ensuring the suitability of these approaches for a given group of pupils/students.
  • The project should emphasise European principles. It should be adapted to Europe’s linguistic diversity and exploit these advantages – for example through cross-border cooperation. The project should activately promote intercultural understanding through language skills.
  • The project should be transferable and represent a possible source of inspiration for language projects in institutions in the CR and abroad.

Priorities for 2020

  • Improving access to linguistic diversity, developing inclusion in schools and supporting teachers and senior school staff

    There is a growing number of students in Europe whose mother tongue is not the language of instruction. A recent study by the European Commission shows that while students come from all over the world and speak many languages, teachers in most European countries continue to be a largely homogeneous group and often have no experience of teaching in a multilingual school environment.

    Schools that accept linguistic and cultural diversity and promote integration have a positive impact on the ability of all children to learn. Schools in which children are more quickly integrated into mainstream classes provide more opportunities for cultural awareness and appreciation of diversity in their teaching. In addition, a multilingual approach in the classroom from an early age can benefit all children and their ability to learn, regardless of their background. In this context, teacher training remains a top priority: strategies to prepare teachers for linguistically diverse groups of pupils need to be developed further. Education systems must equip teachers with the ability to develop appropriate teaching and learning strategies, especially in terms of languages, as well as empathy and reflection in terms of their own beliefs and cultural differences.

  • Removing language barriers in order to create dynamic border regions

    Border regions are the areas where the process of European integration ought to be perceived most positively: studying, training or working across borders are everyday activities that should be possible regardless of the existence of a national administrative border.

    The Communication on border regions identified languages ​​as one of the largest obstacles to cross-border mobility, trade and development. If language barriers are removed, the cross-border employment opportunities offered by border regions can be explored more effectively, which contributes to growth and prosperity. For pupils, teachers and parents, this can be a motivating factor for them to improve their language skills, which can bring new dynamism to language teaching and learning. This priority therefore supports projects that focus on language learning and bilingualism in border regions, specifically projects aimed at teaching the language of a neighbouring country.

  • Languages in life-long learning

    This priority primarily focuses on non-formal and informal learning.

    Projects targeted at the language education of young people and adults, including the elderly and medically and socially disadvantaged groups, are welcome.

Who is EJCL intended for?

The Label award can be given to any innovative project or activity in the field of language teaching. It can involve projects in the implementation stage which already have demonstrable results, or successfully completed projects (however these must have been completed within the past three years). Only projects that meet all the requirements of the Call for proposals can win the award.
Projects from all sectors of education can apply for an award.

  • Professionals in education

  • Teachers and school staff

 Which countries are involved in the programme?

  • European Union
  • Norway
  • Iceland
  • Lichtenstein
  • Northern Macedonia
  • Serbia
  • Turkey
  • Great Britain
  • Turkey