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.
Foreign languages as a means of acquiring and expanding competences and skills
Another priority is the use of a foreign language as a means of developing competences necessary for life, such as the development of financial literacy, health education and healthy lifestyles, environmental protection, respect for human rights and different cultures, the use of a foreign language in non-language subjects and leisure activities.
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
- Northern Macedonia
- Great Britain