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    Themes for proposals

Themes for project proposals

Proposals must correspond to one of these themes which are based on the findings of the ECML survey on current priorities in language education. Please also note that many of the themes listed are broad in nature and therefore do not correspond to project titles which should relate clearly to the chosen aspect but be more specific.

How are the themes organised? 

The findings of the ECML survey reveal that certain themes are a priority at multiple levels or “orientations”.

policy implementation

teacher education 

practice of language teaching and learning 


These themes have been labelled “top priorities in member states”. Applicants submitting project proposals in this category can choose their preferred orientation

  • policy implementation,
  • (language) teacher education (both pre- and in-service) or 
  • the practice of language teaching and learning (in classrooms or in other formal and/or non-formal settings). 

The remaining themes, which also refer to important priorities in language education identified in the survey, have been organised according to the specific level or “orientation” most frequently mentioned in the survey. All submissions will be considered on an equal basis irrespective of the chosen category/priority.

Please be aware that the orientation simply refers to the main, but not the exclusive, focus or emphasis of a project proposal. The chosen orientation will have an influence on the type of outputs to be developed and on the main target group – for example, the orientation on the practice of language learning and teaching will likely result in hands-on, user-friendly resources for teachers as the main target group. Irrespective of the orientation, it is important to keep in mind that the ECML’s role is primarily to support practical implementation.

In the Appendix of the Call document you can find the table of themes with an additional column on the right where related ECML and Council of Europe language policy and education resources are listed.

Top priorities in member states


All orientations possible: policy implementation, teacher education or the practice of language teaching and learning

Holistic support (wellbeing/linguistic needs) for recently arrived refugees or migrants
The place of home languages: mediating between home languages and the language of schooling/foreign languages
The linguistic integration of vulnerable children
Literacy development across all subjects
Diverse language classrooms at pre and/or primary level
The inclusion of learners with (any kind of) additional needs in the language classroom
Developing 21st century skills (for example, as critical thinking, autonomous learning, problem solving, negotiation, managing conflict, etc.) by addressing global challenges in the language classroom (for example, sustainable development, democracy, peacebuilding, climate change)
Formative assessment (including peer/self-assessment) for language learning/enhancing the range of assessment procedures, including digital forms of assessment
Broadening the range of additional languages on offer (formal/non-formal)
Increasing motivation to learn languages in addition to English
Artificial intelligence in language learning and teaching
The importance of building on existing resources

You’ll have noticed that none of these themes is completely new, but contexts have evolved and new challenges have arisen. In order to help you quickly find existing Council of Europe resources to consider in developing your project proposal, we have created a duplicate table of themes with direct links to relevant resources. 

Other important priorities in member states

Orientation: policy implementation

First steps towards implementation of the Recommendation of the Council of Europe on the importance of plurilingual and intercultural education for democratic culture
CLIL in vocational education or adult education
CLIL: the challenges of continuity, assessment and inclusion
Language support for skilled/qualified migrants to enter the workplace or tertiary education at the appropriate level
Addressing the linguistic needs of learners left behind as a result of the pandemic
Constructive alignment: language curricula, teaching and assessment

Orientation: (language) teacher education

Linguistic and culturally sensitive approaches
The role of home languages in the teaching of the language of schooling or language in other subjects
CLIL: knowledge-building in subjects
The formative and summative evaluation of plurilingual and intercultural competences
Developing language teacher autonomy, criticality, resilience and wellbeing

Orientation: the practice of language learning and teaching

Developing intercultural competences in the language classroom
Increasing language learner wellbeing and motivation
Interdisciplinary projects to enhance language learning
A focus on literacy/oracy and language development in vocational education and training or higher education
Hybrid and blended modes for more effective and more inclusive language learning

Have you found your area of interest and expertise? 

Would you like to address one or more of these priorities by getting involved in building networks across member states, developing user-friendly, practical resources which are easily adaptable to different national contexts? 

If so, we would welcome your proposal.

Please proceed to detailed information on the nature of ECML projects and pratical information on how to submit a project proposal.

Any questions? Please contact us at call@ecml.at