European Language Label

What is the European Language Label?

The European Label has two main aims. The first is to encourage new initiatives in the field of language teaching and learning. The second is to let teachers and learners know about such initiatives, and to inspire them to adapt the ideas and techniques concerned to their own situation. The European Label concerns every level of education and training.

The Label will be awarded each year to the most innovative language learning projects in each country participating in the scheme. Any such initiative will be eligible, whatever the age of the learners and whatever the type of establishment involved. Some projects will involve the use of new technologies, but that is not essential. What is important is that a project makes good use of the resources available to it.

The Label is coordinated by the European Commission, but managed on a decentralised basis by the Member States of the European Union, Iceland, Norway and pre-accession countries. National juries will decide on which projects will receive the Label. Projects awarded are selected against common criteria agreed at European level (i.e. innovation, transferability, their European dimension, active involvement of learners) plus national priorities (i.e. focus on specific foreign languages, learning methodologies, specific target groups or educational sectors).

Up to 2002, only EU Member States and EEA countries had implemented the European Label. As of 2002, the European Label entered a new phase with the opening to pre-accession countries. This brings the number of participating countries up from 18 to 30. Participating in the European Label is a good opportunity to raise awareness of the Maltese language and make it known to other European countries.

How to participate?

The European Language Label is open to four eligible categories, which will be the target audience of the event.
These will be :

1. Primary Schools (staff and pupils)





2. Secondary Schools (staff and pupils)





3. Post-Secondary/Tertiary Institutions (lecturers, administrative staff, students councils and organisations, faculties, departments and institutions)





4. Youth/Adult/Professional Organisations (voluntary organisations, local councils, companies, NGOs sport clubs, etc)

Each participant should fill in all sections of the Application Form. After submission of the application form, an acknowledgement of receipt will be sent to the participants.

What sort of projects will the judges be interested in?

All the projects will be judged by national and foreign juries. They will have the possibility to view all the materials produced by the applicants and apply the common European criteria and also the National priorities. Projects may involve any stage of either general or vocational education, including lifelong learning. Juries will be looking for added value in terms of learners' competence and motivation. They will be expecting projects to be as comprehensive as possible, involving more than a small group of learners. They will be looking for projects which have strong support and impact within their institutions and which will provide a potential source of inspiration for others in different contexts, perhaps even in other countries. Projects may involve any language other than English, but should include a European dimension.

All participating projects will receive a certificate signed by Member of the European Commission responsible for Education, Training and Youth, and by the national Minister responsible. The successful projects will receive the European Language Label Award. The certificates and the award will be presented at a special ceremony which normally receives coverage in the press and other media.

National Priorities & European Criteria

The European Priority for the 2004 Label Campaign – Adult Language learning within adult education and/or continuous vocational training paths

Although language learning in adult life is relatively widespread, best practices in this field are less known than those for other life stages. This is mainly because adult language learning is provided by a wide range of actors (in-company training, non-formal adult education schools, distant education, informal learning in associations…..) and because it is often provided on a decentralised basis and through loose networks. This priority should help to raise awareness about good practice in the field and encourage local, regional and national actors to do more to encourage adults to learn languages. This should lead to a better networking at national and European level of innovative projects on adult language learning.

The term adult education refers to the formal and the non-formal education of people over the ages of 25, and those between the ages of 16 and 24 who are not in initial education. The European priority for the 2004 Label campaign could therefore include individuals or collective language learning for this age group, for professional or other purposes, excluding the initial education system and the higher education of language specialists.

All projects awarded the European Label must meet all the following European criteria:

• initiatives should be comprehensive. All elements involved – learners, teachers, methods and materials – should contribute to ensuring that the needs of the learners are identified and met. Creative use should be made of the resources available to stimulate language learning. These might include, for example, the presence of native speakers, language practice organised with twinned towns or institutions, or co-operation with local business;





• initiatives should provide added value, in their national context. They should lead to a quantitative and/or qualitative improvement in the teaching and learning of languages. In quantitative terms, this might mean involving several languages, and particularly those which are less widely used. In qualitative terms, it might mean the use of a better methodology than before;





• initiatives should provide motivation, for learners and/or teachers;





• initiatives should be original and creative. They should explore previously unknown approaches, appropriate to the learners concerned. What is innovative in one context may not be in another;





• initiatives should have a European dimension. They should be based upon the reality of the European Union and its linguistic diversity and use the potential which offers (for example contacts across national borders) to improve understanding of other cultures by means of language learning;





• initiatives should include innovation which is transferable. They should be a potential source of inspiration for others in different countries and contexts. They might, for example, be adaptable to the learning of other languages or to learning by different age groups than those originally involved.

The main National Priority will be the theme of LWUTL: Lesser Widely Used and Taught Languages. This theme falls within Malta’s National priorities in terms of language teaching and learning mainly because the Maltese language is one of the recognised LWUTL.

The second main priority will be to focus not only on product based projects but also on Process based projects. Therefore we will not limit the participants to present a tangible item or product but to also present the main workings and procedures of the activities undertaken (e.g. a language quiz, drama, singing).

Other additional national priorities:

• Language learning in a real-life context

• Innovative application of computers in language learning

• Vocationally oriented language learning

• Diversification of the languages on offer

• Languages and intercultural awareness

• Acquisition of partial skills

• Content and language integrated learning – CLIL

• Enhancement of motivation for language learning

• Early language learning

Examples of Past Projects

Information about past Award-winners may be viewed here.

Two languages-one road – Belgium

In the framework of a European Cooperation Project, a group of teaching professionals has developed material for the in-service training of teachers in the teaching and learning of a neighbouring language (in this case French), from nursery school to the final year of primary school. The material is based on a methodological and pedagogical concept of a progressive organisation of classroom practice, guided by the principle of continuity in convergence with the skills developed in pupils’ mother tongue.

Task-Based Teaching - the Web Page Task - Denmark

The Web Page Task (WPT) is an example of task-based teaching. In the WPT there is an overall task divided into five sub-tasks that all have to be completed in order for the overall task to work, thereby imposing a higher degree of responsibility on each student.
After the WPT is completed each of the students should have a personal web page account with e-mail. In future projects the students will then be able to use their web pages to give information about themselves and describe their training at the college. All of which can be a way of opening a window to the rest of Europe. Prior to starting the WPT, the students worked with a CD-ROM made for language learning. When the students all had a basic knowledge of computers (including vocabulary) they were introduced to the Internet and given some addresses with links to technical colleges. The students then had to write a short report on vocational training. Their reports were handed in on diskettes, enabling the project leader to hyperlink their errors to explanations in HTML format, i.e. the students could read about their "underlined" errors on the Internet.
Finally, the students were ready to proceed to the WPT. When the students had understood the main task they were divided into five groups titled: "1. Getting an e-mail account, 2. Getting a web account, 3. File transfers with FTP, 4. HTML programming, and 5. How to get graphics and other web elements for a web page.". Each of the groups then received the sub task with instructions on how to complete the work, a time schedule, and some language exercises.
The members of each of the groups became consultants for the other groups and during the WPT each group gave demonstrations and instructions on their task and finally helped the other students complete their work. Gradually, the jigsaw puzzle came together and the Web pages took shape.

What was accomplished :

• The students were working with a real life task learning English as a foreign language while completing personal Web pages;


• The students learned about the Internet and computers using a CD-ROM written specifically for that purpose;


• Computer science lessons were integrated with the learning of English as a foreign language;


• The students' motivation increased as they could see the reasons for using English;


• Finally, the Web accounts will in future be useful in encouraging and maintaining links with groups and individuals interested in using computer networks.

Quality Control Group on Secondary Education - Greece

In this project, English was taught in an innovative manner by combining concepts and principles that are used in industry and manufacture and by teaching the language on the basis of the Greek school system curriculum.
The purpose of this project was to encourage as many students as possible to participate actively in learning a foreign language and to create channels of communication between the class, the local community and the teacher.

The project’s innovative features are as follows:

• It transfers the notion of Total Quality Management (ISO) from industry and manufacturing to the school environment and converts it into a learning incentive, particularly in teaching foreign languages in the compulsory education system;


• It constitutes a comprehensive and multi-faceted didactic approach - with the emphasis on communication - to teach foreign languages in secondary schools;


• It offers the participants a wide gamut of activities and projects which are directly linked with three highly relevant contemporary domains: (a) vocational guidance; (b) cultural exchange; (c) current issues in science, society and the economy;


• It brings the pupils into contact with the local community, production units, workplaces and occupations;


• It sensitises students to current issues and problems in the region in question;
• It promotes responsibility, continuity and critical skills in young people;
• It forges creative links with other school activities;
• It introduces a new form of communication and lesson evaluation into secondary education, particularly in the field of teaching foreign languages.

Creation and Marketing of a School Language Magazine in French and German using Information Technology - Ireland

A French and German language school magazine was compiled using various facilities, including libraries, encyclopedias, visits to travel shops, and writing to institutions requesting information. Extensive use was made of information technology. The students are also involved in the marketing of the magazine.

Development of oral and written communication at primary level – DECOPRIM - Luxembourg

The project aims to identify good practice able to stimulate – through authentic communication, stories, books, and various documents produced by computer – the development of oral and written communicative skills for pupils in the primary and pre-school sectors, and especially those of immigrant origin. It also aims to integrate new technologies into language learning and to start debate on media education. The teaching material which resulted from the project – three brochures and a newspaper/poster – was distributed to teachers and others involved in school education; it is also suitable for use in initial and in-service teacher training.

There are a certain number of principles which DECOPRIM uses as a theoretical and methodological framework. These principles define authentic learning situations, which are important whether the learner is a pupil or teacher. The type of authentic activity considered by the project as the basis of all effective teaching and learning requires the socio-cultural context to be taken into account, as well as the creation of an educational community founded on various different resources.

As one of its main objectives, DECOPRIM seeks to develop the abilities of teachers in the following areas :

• defining and justifying objectives;


• knowing the resources available and using them effectively;


• evaluating his/her own work;


• willingness to commit himself/herself to a long-term strategy for professional development and openness to the world of research;


• understanding the need for dialogue with all the stakeholders in schools.

Early Learning of Foreign Languages - Portugal

The objectives of this project were:

• integration into the everyday activities that children do in the classroom;


• explicit partnership with the children’s teacher;


• emphasis on stories, fables, rhymes as input;


• emphasis on mime and movement as output;


• the use of multimedia products suitable for this age.

Portfolio: The Album method – Sweden

The project uses the "Album method" to motivate upper secondary students to learn languages. The stress is on communication rather than grammar. The students use their Albums to collect pictures, as part of their learning process. The method is based on the way children learn their first language. The results show that within a short amount of time, students are able to take part in everyday conversations, and they enjoy it. The album consists of sheets of paper where students glue pictures of words while they are learning them.

Holocaust - Sweden

The project is a secondary school project with integration between social science, art, English and German. The students have produced a CD-ROM containing information on the Holocaust. The aims of the project were to make the students aware of the historical facts, to motivate them for their language studies and to make the students use IT technology in the learning process.

Language teaching through guided self-access learning - Iceland

The project aims to develop language courses primarily aimed at non-language specialist students who wish to improve their ability in languages and their understanding of other cultures. It uses new technologies and a pedagogical method centred on the learner.

These courses are learner-centred and aim to develop the learner’s communicative abilities and socio-cultural understanding.
These specific courses are practical and put the emphasis on comprehension and expression. There is a self-access learning element where the learner works autonomously. There is also an element of oral and written expression where the learners work in small groups with a teacher. During the self-access parts, the student is guided by the teacher, who plays a fundamental role in the project, in that technology can be used to develop certain skills in the learner, but the creative part of language learning (oral and written production) requires interaction with another human being.

As far as materials are concerned, the student has various options depending on his or her interests and specialist subject. Those courses requiring a teacher to be present (oral workshops and tutorials) are organised to offer the learner a choice of times.

Continuity and motivation across the city - UK

This project provides courses for primary pupils in Italian, French and Spanish, using a combination of classroom-based lessons, videoconferencing and audio conferencing. The objectives are to make language learning fun and to allow teachers and pupils to learn together. A pupil activity book, Big Book, tape and CD-ROM have been developed to support the initiative.

This project is strongly ICT-based, drawing on video- and audio conferencing, e-mail, CD-ROMs and websites. It involves both pupils and teachers in language learning and demonstrates to both adults and children how ICT can be used to learn a language. The promotion of language learning is seen as a crucial part of the initiative and a series of motivational activities has been organised.

Non-traditional methods spark enthusiasm and achievement - The role of rhythm - UK

The opportunity to provide non-statutory teaching has been used to investigate whether the use of mime, music and rhythm can enhance pupil motivation and acquisition of new language. The project uses djembe rhythms, raps and calypso beats, mixed with mime, movement and original songs, to immerse students in a completely different sensorial and intellectual learning experience. The project is based on the knowledge that movement, rhythm and music enhance many areas of learning and development, and stimulate creativity.

The children were able to express themselves with clarity, grammatical accuracy and excellent pronunciation on a wide range of topics. They were self-assured and never at a loss for something to say. Pupils took pride in their high standards and showed great pleasure in their achievement.

On-line magazine provides lifeline for pupils - UK

The project aims to broaden the horizons of children and uses new technologies to revive the traditional pen pal scheme and provide opportunities for real communication in the target language. The magazine is published on the web. The content is carefully oriented so as to reinforce learning within the languages curriculum for younger pupils and to allow scope for creativity for older pupils.

This project is an excellent scheme, providing a novel and successful approach to overcoming pupil reluctance to join in with languages. The interest it has generated has raised the profile of foreign languages in an area where little priority is given to them. The imaginative use of technology is providing a lifeline for pupils to communicate with pupils of a similar age, to develop a wide range of ICT skills and to share their achievements with parents and the outside world.

Recognition and qualifications for bilingual pupils - World of languages - UK

This project aimed to secure recognition of pupils’ achievements in languages other than English spoken in the home. The project helped to raise the achievement of ethnic-minority students within the school and celebrated the linguistic wealth of pupils who are already competent in another language as a result of their heritage. They improved their skills and gained confidence, as well as another qualification.

This is an excellent scheme, showing how, in an area not noted for its racial tolerance, a school with only a relatively small percentage of pupils from other ethnic and linguistic backgrounds can succeed in creating a positively integrated school community.

Previous Winners

• Winner 2002




• Winner 2003

Winner 2002: F’Idejn L-Imhallef – International Communications Corporation, Sliema

F’Idejn L-Imhallef is a long-standing television series in which litigants act out their case in front of a judge. The drama accompanying each ‘story’ makes it a viable subject for the TV medium. Conflict being the essential element for viable TV. The verdict delivered by a learned Judge in simple everyday language teaches viewers aspects of Maltese law in small doses. The programme brings the concept of public law to the Maltese in their own Language and out of the formality of the Courts.

The litigants and the Judge, a former Chief Justice centre their activity around the notion of life-long learning. The programme offers an opportunity of looking at the diversity and use of the lesser-known languages, such as Maltese, within the European Union. It positively promotes the scope of the European Language Label.

Winner 2003: Cultural heritage through creative expressions – Carlo Diacono Girls’ Junior Lyceum, Zejtun

Languages can be boring if they are presented in a traditional way. Students need to understand that languages are living entities and that they make sense in everyday life. Through performing arts, languages can become alive and students can appreciate them more. The fact that our island holds a language of its own, and that because of various reasons it is being invaded by loan words, it is more crucial to keep this language living. Thus, aspects of the Maltese language such as proverbs and idioms, that are becoming merely lists in syllabi, will make a larger impact on students' mind, if delivered in innovative and fresh methods, that is, using students initiatives, creativity and ideas and develop real contexts for them. Moreover, group work is one of the main pedagogical methods exercised throughout the year. This enables students to share ideas, learn from each other and build a sense of teamwork. Creativity is also a fundamental issue. Students are encouraged to write their own plays, poems, and short stories. Drawing is another medium that students use, where they produce charts with drawing interpretations of poems they are studying. But most common is the use of drama in class. Students act out, sing and dance to scripts they have written.

The activities presented in this project were writing of short stories, dancing and singing based on Maltese idioms or proverbs, and project books - research about Maltese personalities from various fields of life. Learning the Maltese language is fun! That was the main aim of presenting this project.

Deadlines

• Each participant must fill in an Application Form and submit it not later than 15th October 2004.





• On Thursday 11th November 2004, the jury can view all the material produced by the applicants. The jury can ask questions to the applicants about their working results.





• The award ceremony will be held on Friday 12th November 2004.

Application Form

European Language Application Form