Thank you for your interest!
The deadline has passed and project proposals and tenders are now being evaluated.
Thank you for your interest!
The deadline has passed and project proposals and tenders are now being evaluated.

Frequently asked questions

PROGRAMME
PROJECTS
You, the APPLICANT
APPLICATION
What is the focus of the programme?
What projects can I apply for?
Why should I
apply?
How can I get involved?
Take me through the application
What is an
ECML project?
Themes of
the Call for tender
Am I qualified to apply?
What financing and support is available?
A typical timeframe of a project
What are the expected outcomes?
Themes of
the Call for proposals
How much time will I need to invest?
 
An example of a project description
Project examples from 2008-2011
Checklist for project proposals
   
How will projects be selected?
 
Please click on a question above

What is the focus of the programme?

The European Centre for Modern Language’s 2012-2015 programme will focus on the needs of the learner and on supporting the development of the individual learner’s linguistic and intercultural capacities.

Whilst building upon the Centre’s previous work the new programme represents a widening in scope of the Centre’s activities, moving beyond the foreign language classroom and encompassing all linguistic abilities and needs of all groups of learners in a lifelong-learning process, in both formal and non-formal education. Within this context language(s) represent(s) the principal medium through which learning is achieved.

The learner and the right of all learners to a good quality education at all levels constitute the focal points of the ECML programme. The end-user and beneficiary of all ECML programme activities is the learner. Projects included in the programme are also expected to target language professionals and stakeholders in society functioning as facilitators and supporters of the learning process.

Specifically the programme will encompass the following working areas:

  • Foreign Language Classroom
  • Majority Language Classroom
  • Classroom For Other Languages
  • Subject Classroom
  • Informal And Non-Formal Language Learning

 Find out more about the working areas in section 4.1

 Find out more about the programme 2012-2015

What is an ECML project?

The hallmark of the ECML is the organisation of international language education projects. Coordinated by teams of experts, these projects primarily target multipliers in language education such as teacher trainers, textbook authors and experts in the area of the development of curricula, educational standards, evaluation/assessment and plurilingual education.

Since 2000 the Centre’s projects have been organised within four-year programmes which are selected by the ECML’s Governing Board as a result of a callfor proposals setting the parameters for the programme. The third medium-term programme (2008–2011) grouped 23 projects under the title Empowering language professionals: competences - networks - impact - quality.

Projects in general last between two  four years, a typical operational sequence for a 3-4 year project being: research and development, presentation of preliminary results at a workshop, piloting, drafting of final product or publication, dissemination. 2-year projects mainly pursue reflective practice in the process of implementing existing training materials/training kits (e.g. developed in ECML projects).

Within the Learning through languages programme there are two types of project focuses: Development and Mediation

Development projects are expected to explore, with the help of practitioners, the respective teaching and learning contexts by focusing on inclusive, plurilingual intercultural pedagogic approaches and develop ways of addressing the resulting needs identified by member states. The development projects are to be seen in the continuum of ECML work and build on expertise gained from ECML publications and other European instruments and tools. Project teams will thus refer to and take advantage of language policies of the Council of Europe.

Mediation projects will involve communicating the developmental work carried out by ECML language and education experts to practitioners as well as to stakeholders in society who are not experts in language education but are directly concerned with educational processes.

Mediation projects will therefore focus on the following target groups:

  • ECML regional multipliers: in order to build up, support and sustain regional networks engaging in implementing ECML work. These networks will, in this context, involve cross-border partnerships or other European cooperation.
  • Stakeholders in society: for the 2012-2015 programme the ECML intends to mediate European developments in language education to parents via parent associations, as important partners in the schooling process. Also heads of schools and representatives from the business world may be considered as target groups to be involved in the discussions.

A project is an undertaking designed to examine present practice, to propose change and to test the implementation of change.

Some of the characteristics of projects
  1. Projects are different from ordinary work. They are intended to change things
  2. Projects have a timeframe with a beginning and an end
  3. Projects have to be planned
  4. Projects use resources and need a budget
  5. Projects require evaluation – the criteria for evaluation need to be established from the beginning
  6. Projects have an outcome, which is not necessarily known at the outset
  7. The outcome is very often a “product” of some kind
  8. At the end of a project, decisions need to be taken about whether to use or institutionalise the outcome
  9. Projects involve people

(From A Guide to Project management: http://www.ecml.at/tabid/277/PublicationID/39/Default.aspx

What are the expected outcomes?

The ECML intends for there to be both outcomes and outputs of the project programme. Outcomes include promoting plurilingual and inclusive language initiatives and involving new target groups, where as outputs consist of project publications and evidence building. With these expectations in place, it is important that project proposals are designed with these outcomes and outputs in mind. The collective project outcomes and outputs represent the achievements of the ECML programme which are expected to have an impact on learning.
Expected outcomes of the programme include:
  • Promotion of inclusive, plurilingual and intercultural pedagogic approaches;
  • Initiate and support dialogue between professionals of language and subject-specific domains;
  • Involving new target groups (e.g. parents, the business sector);
  • Awareness-raising related to the ECML long-term vision.
Expected outputs of the programme include:
  • Networks comprising of target groups beyond the foreign language education sector;
  • Project publications responding to the ECML long-term vision and providing practical tools for quality education on classroom level;
  • Evidence of positive responses to implementation of the long-term vision through mediation activities;
  • Evidence of impact on learning reported by the stakeholders involved in the programme.

In view of these expected outcomes and outputs of the ECML programme project descriptions are expected to specify to which of the processes and products listed above they will contribute in a substantial way, how they intend to achieve this and in which way achievements can be monitored throughout the life of the project (for details on project evaluation see 6.8).

Processes and products

Expected results shall be described in terms of processes or products. Project proposals will need to clearly specify what type of outcome is envisaged for which target group. Examples:

Processes: Products:
training, exchange, networking, development of competences, etc. books, brochures, handbooks, models, project websites, case studies, model curricula, description of learner and teacher competences, development of teaching procedures, samples of teaching materials, web pages, CDs, recommendations for teacher education, collections of examples of good practice, etc. (old site, expected results)

 Click here for more information on this subject in the Call Document

Project examples from 2008-2011

Thematic area: Evaluation

David NEWBY - English - EPOSTL2
Piloting and implementing the European Portfolio for Student Teachers of Languages (EPOSTL 2)
Pilotierung und Implementierung des Europäischen Portfolios für Sprachlehrende in Ausbildung
Project Website / Abstract / Résumé / Zusammenfassung
 
Enrica PICCARDO - English - ECEP
Encouraging the culture of evaluation among professionals (ECEP)
Encourager la culture de l'évaluation chez les professionnels
Project Website / Abstract / Résumé
   
Angela HASSELGREEN - English - AYLLit
Assessment of young learner literacy linked to the Common European Framework of Reference for Languages (AYLLIT)
Evaluation des compétences d'écriture et de lecture des jeunes apprenants en relation avec le Cadre européen commun de référence pour les langues
Project Website / Abstract / Résumé
   
Johann FISCHER  - English - GULT
Guidelines for university language testing (GULT)
Cahier des charges pour l'évaluation en langues à l'université
Project Website / Abstract / Résumé
   
Laura MURESAN - English - QualiTraining
QualiTraining at Grassroots Level (QUALITRAINING 2)
Qualitätsentwicklung für die Unterrichtspraxis
Project Website / Abstract / Résumé / Zusammenfassung
   
José NOIJONS - English - RelEx
Training in relating language examinations to the Common European Framework of Reference for Languages (RELEX) - 2009
Formation pour relier les examens de langues au Cadre européen commun de référence pour les langues
Project Website / Abstract / Résumé
   
José NOIJONS - English - RelEx
Classroom Assessment related to the Common European Framework of Reference for Languages (ClassRelEx) - 2010/2011
Mise en relation de l'évaluation en classe avec le Cadre européen commun de référence pour les langues
Project Website / Abstract / Résumé
   
Common European Framework of Reference for Languages - level estimation grid for teachers (CEFESTIM)
Grille d'estimation des niveaux du Cadre européen commun de référence pour les langues pour les enseignants
Project Website / Abstract / Résumé
   

Thematic area: Continuity in language learning

Ursula STICKLER - English - DOTS
Developing online teaching skills (DOTS)
(Weiter)Entwicklung von Online-Lehrfähigkeiten
Project Website / Abstract / Résumé / Zusammenfassung
   
David George LITTLE - English - ELP-WSU
The European Language Portfolio in whole-school use (ELP-WSU)
Emploi du Portfolio européen des langues à l'échelle de l'établissemant scolaire
Project Website / Abstract / Résumé
   
Margarete NEZBEDA - English - ELP-TT2
Training teachers to use the European Language Portfolio - Follow-up project (ELP-TT2) 2008/2009
Former les enseignants à l'utilisation du Portfolio européen des langues – projet de suivi
Project Website / Abstract / Résumé
   
Margarete NEZBEDA - English - ELP-TT2
Training teachers to use the European Language Portfolio - Follow-up project (ELP-TT3) 2010/2011
Former les enseignants à l'utilisation du Portfolio européen des langues – projet de suivi
Project Website / Abstract / Résumé
   
 Mobility programmes for plurilingual and intercultural education – tools for language teachers (Plurimobil)
Favoriser le succès des programmes de mobilité - Outils pour les enseignants en langues
Project Website / Abstract / Résumé
   
 Exploring cutting edge applications of networked technologies in vocationally oriented language learning (E-VOLLution)
Vernetzte Technologie von morgen im berufsbezogenen Sprachunterricht
Project Website / Abstract / Résumé / Zusammenfassung

Thematic area: Content and language education

Renate KRÜGER - français - EPLC
Content-based teaching for young learners (EPLC)
Enseignement précoce des langues modernes par des contenus
Inhaltsorientiertes frühes Fremdsprachenlernen
Project Website / Abstract / Résumé / Zusammenfassung
(Video in French)
   
María Jesús FRIGOLS-MARTIN - English - CLIL-CD
Curriculum development for Content and Language Integrated Learning (CLIL-CD)
Curriculum-Entwicklung für den bilingualen Sachfachunterricht
Project Website / Abstract / Résumé / Zusammenfassung
   
Gérald SCHLEMMINGER - Deutsch - CLIL-LOTE-GO
Good practice in Content and Language Integrated Learning for languages other than English (CLIL-LOTE-GO)
Bonnes pratiques d'enseignement d'une matière par l'intégration d'une langue étrangère autre que l'anglais
Integriertes Sprach - und Fachlernen in anderen Sprachen als Englisch - Modelle für Fortgeschrittene
Project Website / Abstract / Résumé / Zusammenfassung
(Video in French)
   
Kim HAATAJA - Deutsch - CLIL-LOTE-START
Content and Language Integrated Learning through languages other than English – Getting started (CLIL-LOTE-START)
Integriertes Sprach - und Fachlernen in anderen Sprachen als Englisch - für Einsteiger
Project Website / Abstract / Résumé / Zusammenfassung
(Video in German)
   
Mercè BERNAUS QUERALT - English - ConBaT+
Content based teaching plurilingual/cultural awareness (ConBaT )
Enseignement d’une matière par l'intégration d’une langue étrangère conscience plurilingue et pluriculturelle
Project Website / Abstract / Résumé

Thematic area: Plurilingual education

Michel CANDELIER - français - CARAP
A framework of reference for pluralistic approaches (CARAP)
Un cadre de référence pour les approches plurielles
Project website / Abstract / Résumé
(Video in French)
   
Claude CORTIER - français - EBP-ICI
Minority languages, collateral languages and bi-/plurilingual education (EBP-ICI)
Langues minoritaires, langues collatérales et éducation bi-/plurilingue
Project Website / Abstract / Résumé
(Video in French)
   
Klaus-Börge BOECKMANN - English - MARILLE
Majority language instruction as basis for plurilingual education (MARILLE)
L'enseignement de la langue majoritaire comme base pour l'enseignement plurilingue
Mehrheitssprachenunterricht als Basis für plurilinguale Erziehung
Project Website / Abstract / Résumé / Zusammenfassung
   
Terry LAMB - English - LACS
Language associations and collaborative support (LACS)
Associations linguistiques et soutien coopératif
Sprachenverbände und Stärkung ihrer gegenseitigen Zusammenarbeit
Project Website / Abstract / Résumé / Zusammenfassung

What projects can I apply for?

Depending on the role you apply for, different options are available: Applicants choosing to submit a project proposal are invited to choose a theme related to the 2012-2015 ECML programme. Applicants to the call for tender may choose from a total of 9 predefined projects.

Call for project proposals

I want to propose for a project
      on a specified area of
activity.

Learn more about possible projects 
for project submission.

Learn more about the
requirements of a project proposal

 

Call for tender

I want to lead or contribute to
      projects outlined by the ECML.

Learn more about available projects 
for tender.

 

What are the themes of the Call for tender?

See the list of themes below. Please be aware of the two kind of project the new programme offers: development projects (forming the ECML long-term vision) and mediation projects (dissemination of developments and dialogue with stakeholders).

These are the themes of the Call for tender:

ECML development projects

AREA: Foreign language classroom

D1A European Portfolio for student teachers of pre-school education
"I can play with many languages and in many languages"

D2Mobility programmes for plurilingual and intercultural education – a follow-up project
"Abroad I am at home with languages and cultures"

AREA: Majority language classroom

D3Complementing the majority language curriculum by inclusive, plurilingual and intercultural teaching and learning
"My inclusive majority language classroom"

AREA: Majority language classroom and subject classroom

D4Preparing student teachers of subjects other than foreign languages to facilitate learning in diverse learning groups
"No, this is not a foreign language classroom but I learn a lot about different languages and cultures."

Subject classroom

D5Exploring the plurilingual dimension in subject teaching: enhancing subject competences through enhancing language competence
"In my mathematics, history etc. class we care about language(s)"

D6CLIL in vocational schools
"Language is not my profession but I can use languages professionally"

Informal and/or non-formal learning

D7Support for informal language learning: lifelong – autonomous – web-based
"My languages profile, my biography"

ECML mediation projects
“Mediation: dissemination of developments and dialogue with stakeholders”

M1ECML regional multipliers supporting regional networks
"My network benefits from the ECML"

M2Cooperation with stakeholders in society
"I see the difference good quality education can make to our life"

Click here to find out more about the projects and the Call for tender.

What are the themes of the Call for proposals?

The following themes have emerged as language education priorities in the ECML member states:
 • Support for migrant language education;
 • Regional or minority languages;
 • Sign languages and language provision for the blind and visually impaired;
 • Evaluation and assessment;
 • Innovative approaches in foreign language learning.

Click here for more details on the themes.

Two possible types for projects: Development and mediation projects

Development projects submitted in response to the Call for proposals should give rise to concrete outcomes that can be applied directly in educational practice in formal or informal/non-formal learning contexts. Also, in view of discussions in mediation projects taking place in parallel to the development project, a proposal should indicate what content of the project the team member acting as mediation link person will communicate to which target group at what stage of work of the project.

Mediation projects are expected to specify how they intend to contribute to implementation of the ECML long-term vision and which tools and processes they envisage mediating to stakeholders. The expert who puts in the proposal on behalf of a team will be informed about the selection decision of the ECML Governing Board in October 2011.

 

Checklist for project proposals and coordinators of tender projects

Use the list below to check whether your proposal is likely to have potential as an ECML project. If you can answer positively to a good number of the statements, your project probably has a good chance of fitting into the ECML field of activities:

I am familiar with the context of the work of the ECML and the terms, definitions and parameters of the Call for Submissions for its fourth medium-term programme.

I can commit myself to devoting considerable time to the project over its lifespan.

The project will develop a new idea or will add value to an existing idea.

I can identify a clear international public as target audience for the project.

The project will take account of and / or implement European instruments for language education.

The outcomes will be usable in a broad international context.

The project will be developed in cooperation with one or more institutions or associations.

The proposal includes details of how success will be evaluated.

The proposal includes plans for dissemination of the results and outcomes.
 

Why should I apply?

There are many personal and professional reasons for participation in the ECML’s work such as:

  • giving a broader scope to your work in a cutting edge European institution;
  • developing your expertise in international networks;
  • having opportunities to create, innovate and publish;
  • being able to achieve significant results with the support, funding and infrastructure of the ECML.

Am I qualified to apply?

The ECML welcomes project and tender proposals from any ECML member state. Ideally, individuals applying should be working in a subject area that corresponds with the work of the ECML; language teaching and learning practices and/or education in general. The checklist below can be used to determine project and candidate suitability for the submission of a project or tender proposal.

Any language expert living and working in an ECML member state may submit a project proposal or tender. Although submissions may be made by individuals acting on their own behalf, experience shows that it is preferable for individuals to be supported by their institution, network or association. Those applying should ideally be working in a professional area which corresponds to the ECML’s field of work, i.e. the practice of teaching and learning languages and/or education in general.

The ECML will welcome project proposals in which cooperation with national and / or European institutions and associations provides visible added value. The modalities, financing and framework of such cooperation should be clearly detailed in the proposal.

I am not a language expert. Can I apply?

Applicants should be experts in education with a strong interest in language education.

How much time will I need to invest?

The time commitment to working on the project will vary according to which position team members wish to fulfil. The project coordinator position will require on average four weeks a year. Each project coordinator and participant should be prepared to participate in the events stated below at different stages throughout the project process. Below one can find the usual amount of time required for these different events and activities.

The tasks of the project coordinator last on average four weeks a year on project coordination and project activities. The other roles will vary according to the needs of the project; however, this is usually less than the above mentioned four weeks.

All team members should be prepared to participate in the following possible events which form the basis of typical collaborative work carried out within ECML projects:

  • Expert Meeting: 2 days;
  • Workshop: 2-4 days;
  • Network Meeting: 2 days;
  • Regional Workshop: 2-3 days;
  • National Event: 1-2 days.

 To read more about these events please click here

12

How can I get involved?

There are six team roles possible within the programme which involve different responsibilities:

  • Project coordinator
  • Website correspondent
  • Second working language documentalist
  • Team member
  • Mediation link person (only for development projects)
  • Associate partner

 Click here to see a detailed description of the different ECML project roles and responsibilities

14

What financing and support is available?

The ECML is responsible for logistics, budgetary matters and financial management relating to the running of all projects within the programme as well as for the production of the final project products.

The contribution of the Centre includes:

  • travel and subsistence costs for team members (excluding associate partners) and participants for the meetings and events included in the action plan of the project;

    • The expert subsistence allowance for 2011 of €175 per meeting day; workshop participants receive an allowance of € 100 per meeting day.
    • Travel costs to and from ECML meetings are reimbursed by the Centre. PEX or similar advantageous fares should be used by experts and participants in ECML activities when travelling by air. Travel by train or by car is reimbursed according to Council of Europe rules.
       
  • annual coordination fees for each of the roles indicated under section 6.2 (except for associate partners);

    The ECML pays an annual coordination fee for each project selected for the Centre’s programme of activities. The fee (which amounts to a maximum of €4,500 each year) is divided among team members and the programme coordinator to partially compensate the time spent invested in project work. The payment of the fee which is linked to a contract is paid at the end of the year upon submission of the annual progress report
     
  • a 3-month fellowship, if proposed by the project coordinator and approved by the ECML. The fellow will be a recent graduate assisting a project in its research phase;
     
  • the production and distribution of publications selected by the ECML editorial board;
     
  • provision of relevant documentation and materials for events;
     
  • consultancy at all levels of the project (i.e. management, content, technical, website, dissemination, evaluation, project promotion, documentary);
     
  • logistical management of meetings (i.e. invitations, assistance with travel and accommodation).
     

Take me through the application process

xx

 

Show me the typical timeframe of a project

Several events take place during the projects duration to work on the project details and outcome. When applying for a project you will need to specify what kind of events you think are necessary for your project and when you'd like to have them. The main events, specifically the main workshop will take place in Graz. Please check below to find additional information on types of events and further details.

Flexible project formats are possible: projects may be planned for a duration of 2-4 years depending on the nature of the activities proposed. With regard to the overall planning of project activities, outcomes and outputs, project coordinators are advised to take account of the fact that the presentation of all project publications is scheduled for September 2015.

Examples of a timeframe for projects lasting 4 years

Project timeframe

 Here you'll find details on the different types of events.

How can you elaborate a timeframe for your own project?

The type and number of events within each project will vary depending on the project’s objectives and it is not expected that a single project will use all of the activities shown above. Just keep the following thoughts in mind:

show details | hide

It's a good thing to start off with an expert meeting - this way the team will get to know each other and then you can start working on the project.

In an expert meeting your core team is coming together to work on the project. Here the basic group work is done that you will be presenting in the main workshop.  

The central component is the workshop, where your team will be presenting the first outcomes and ideas to a broader public of experts. It should give you new ideas and in depth views, and it will allow you to meet interesting people who might get involved in the subject.

If your team has a lot of work to prepare a first, substantial outcome (maybe because it's a really new idea) it will be a good idea to have more than one expert meeting before the central workshop.

A network meeting is typically held after the central workshop to follow up on specific aspects of your project. Ideally, network participants will be recruited among participants of the previous workshop.

While all of the above take place in Graz, Austria, national events and regional workshops will be held in a member state of the ECML to work on a specific national or regional aspect. You need to see if this option is important for your project. 

It all comes down to the main question: which activities will work best to develop your project successfully?

Other useful information

The ECML can support and finance a given number of meetings and events for each project. The events and meetings in the project action plan should be outlined each with its specific rationale and expected outcomes and outputs. It is essential to define the appropriate profile of participants for your project activities.

Show me an example of a project description

Some examples from the Centre’s 2008-2011 programme, ‘Empowering Language Professionals’:

How will projects be selected?

All project applications will be analyzed against the selection criteria of project proposals. A complete list of criteria both for the Call for proposal and the Call for tender can be viewed in appendix II.
Appendix II does include:

II.I  Selection criteria for project proposals;
II.II Selection criteria for tenders;
       A. For candidates applying as project coordinators;
       B. For candidates applying as a team member.
 

 

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The Experts database allows you both to find expertise in specific areas of language education and to promote your services in your area of specialisation.

The Experts database allows you both to find expertise in specific areas of language education and to promote your services in your area of specialisation.