Innovation in Language Learning

The present paper summarizes the results from the Erasmus+project E-LearnScene (2020–2023), a collaboration between the University of Antwerp, Belgium, UC Louvain, Belgium, Adam Mickiewicz University, Poznań, Poland, the University of Gothenburg, Sweden, and Free Universiy Bozen-Bolzano, Italy. Additionally, several schools and German language teachers were involved in the project. Within the E-LearnScene project (https://lernszenarien.eu), a total of 50 learning scenarios were created and made available to German teachers on the project website. Their implementation in the classroom was monitored by researchers. A learning scenario is based on the treatment of a core topic with appropriate learner autonomy [1] [2]. In scenario didactics, perspectives and different learning interests, learner types and learning paths can be taken into account, as there is no need to follow a rigid teaching scheme. As in unguided language learning, the communicative purpose and the use of language (task orientation) are at the center of the learning and teaching process [3]. We first present the results from a study surveying teachers’ experiences and expectations concerning topics, activities and IT in German language teaching. Secondly, we show examples of learning materials and their implementation in language classrooms, and finally, we present the results of a study on learners’ and teachers’ experiences of working with leaning scenarios.