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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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ABP. Aprendizaje Basado Proyectos (Infantil y Primaria)

Date of Publication

March 2019

Target Group


Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction

Any language

CEFR level


Type of Material

Guiding resources (online course/book)

Linguistic Features



Critical Thinking


This teaching resource suits the needs of advanced students who study Spanish for Teacher Education. They need to develop their listening and reading skills at the same time they need to expand technical related vocabulary. This resource assists both lecturers, as they can use this with their students in the classroom, and students, who can also explore it autonomously.
Though this teaching resource does not explicitly cover all five skills defined by the Common European Framework of Reference for Languages (CEFR, 2018) – i.e., reading, speaking, listening, writing and mediation –, it displays a huge potential for an integrated approach to all of them, so as to facilitate a harmonious development of students’ language competences.

Case study

What follows is a series of methodological guidelines as to how this resource could be used in a real classroom setting, ranging from face-to-face tuition through blended learning to virtual scenarios. This teaching resource would be implemented as part of a much more comprehensive teaching unit. The target group should be no larger than forty-five Higher Education students attending a specialisation course aimed at improving not only their Language for Specific Purposes skills – though this is the main target group –, but also at enhancing their general language competences on the subject of this teaching resource. The advised approach to implement this teaching resource is largely communicative and the most appropriate methodology is eclectic, active and learner-centred, including cooperative learning, project-based learning and flipped classroom.


Course materials are presented in multiple formats for both formal instruction and self-study, structured around a number of modules, which can be used flexibly to suit students’ needs. Students and lecturers should follow the pedagogical guidelines on the website, where text, videos, self-assessment activities and practice can be found to consolidate learning.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


This resource is a full course for both pre- and in-service teachers structured around a sequence of relevant modules and evaluation tasks. It aims to equip teachers with knowledge, strategies and resources about Project-Based Learning for Pre-Primary and Primary Education teachers. It comprises high-quality teaching/learning material suitable for self-study and face-to-face tuition.
The adaptability of this teaching resource is very high due to the wide range of pedagogical possibilities that it offers. In addition, its technical usability and accessibility for both lecturers and students can be said to be flexible enough for different learning scenarios. As a result, the motivation enhancement and the comprehensive approach of this teaching resource is assessed by these evaluators as highly suitable for the target groups in the context of Language for Specific Purposes.
Website of the Teaching Source: