Linguistic Diversity in The European Union-NC0523068ENN

Linguistic
Diversity
in the
European Union
Examples of Projects supporting
Regional and Minority Languages
EUROPEAN COMMISSION
Directorate-General for Education, Youth, Sport and Culture
Directorate B — Youth, Education and Erasmus+
Unit B.2 — Schools and Multilingualism
Contact: EAC-UNITE-B2@ec.europa.eu
European Commission
B-1049 Brussels
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Linguistic Diversity
in the European Union
Examples of Projects
supporting Regional and
Minority Languages
Compilation of projects co-funded by the
Erasmus+ Programme and Creative Europe
DG Education and Culture

Linguistic Diversity in the European Union: Examples of Projects supporting Regional and Minority Languages 3
Contents
Foreword....................................................................................................................... 7
Erasmus+...................................................................................................................... 9
Introduction................................................................................................................................................11
Erasmus+ Projects directly targeting regional and minority

languages...................................................................................................................13
1. Key Action 1: Learning Mobility of Individuals........................................................................15
1.1. School education...................................................................................................................................................16
Linguistic minorities: European unity in diversity.............................................................................................................. 16
1.2. Youth..........................................................................................................................................................................17
Let’s speak the same language!................................................................................................................................................. 17
Language without borders............................................................................................................................................................. 18
The Minority Experience.................................................................................................................................................................. 19
1.3. Jean Monnet activities.......................................................................................................................................20
Feeling Europe: Languages, Identities and Collective Emotions............................................................................... 20
1.4. Vocational Education and Training...............................................................................................................21
Going abroad to improve the country...................................................................................................................................... 21
1.5. Adult education.....................................................................................................................................................22
Education in minority language - Slovak language in Romania............................................................................... 22
2. Key Action 2: Cooperation among organisations and institutions....................................23

2.1. School exchange partnerships........................................................................................................................24
National minorities - treasure of Europe............................................................................................................................... 24
Brittany Basque Country................................................................................................................................................................. 25
Back2Roots............................................................................................................................................................................................. 26
Equality in the diversity of national minorities.................................................................................................................. 27
SOS - Save our Second Language!............................................................................................................................................ 28
2.2. Strategic partnerships for school education............................................................................................29
Virtual Language App....................................................................................................................................................................... 29
Europe of Languages Network: Teacher Training for Inclusion through Minority Languages................. 30
Let's Act Multilingual......................................................................................................................................................................... 31
2.3. Partnerships for digital education readiness...........................................................................................32
ALCOR: Building Teacher-Parent Connections Through Digital Multilingual Learning.................................. 32
4
2.4. Cooperation partnerships in school education........................................................................................33

Ownership and Leadership: Pathways for (Endangered) Languages’ Use in School.................................... 33
WikiWomen............................................................................................................................................................................................. 34
2.5. Strategic partnerships for higher education............................................................................................36
Translanguaging for Equal Opportunities: Speaking Romani at School............................................................... 36
2.6. Cooperation partnerships in higher education........................................................................................37
Innovation and optimization of educational tools and means of teaching Slovak outside the
territory of Slovakia........................................................................................................................................................................... 37
2.7. Strategic partnerships for adult education..............................................................................................38
Communication competences for migrants and disadvantaged background learners in
bilingual work environments......................................................................................................................................................... 38
Mobile Virtual Learning for Indigenous Languages......................................................................................................... 39
Linguistic Assertiveness for Minority Language Speakers........................................................................................... 40
pROMise - Preserving Romanes in Adult Education........................................................................................................ 41
The Digital Language Diversity Project................................................................................................................................... 42
Increasing the language competences of the Roma national minority - "Better Tomorrow”................... 43
3. eTwinning projects.............................................................................................................................45
IKEe............................................................................................................................................................................................................. 46
Precious Words..................................................................................................................................................................................... 47
Erasmus+ Projects including regional and minority languages as

one element of the project...................................................................................49
1. Key Action 1: Learning Mobility of Individuals........................................................................51
1.1. School education staff mobility.....................................................................................................................52
Openness through digital methods to the diversity of European cultures and languages....................... 52
European training for sa Blanca Dona II................................................................................................................................ 53
Enabling education and employment in networked Europe through improvement of non-
native language and digital proficiencies............................................................................................................................. 54
1.2. Short-term projects for mobility of learners and staff in school education............................55
We want to develop........................................................................................................................................................................... 55
Internationalisation experiences................................................................................................................................................. 56
Looking for James Rice: Environmental practices for a better future................................................................... 57
Historical app of the city................................................................................................................................................................. 58
Towards a green digital future.................................................................................................................................................... 59
A wealth of diversity......................................................................................................................................................................... 60
IES Benigasló: new learning in the face of new educational challenges............................................................. 61
Harry Potter and a new future.................................................................................................................................................... 62
1.3. Adult education staff mobility.......................................................................................................................63
Guaranteeing the Observation in Language Learning: methodology, mediation and inclusion
in a multicultural and multilingual environment............................................................................................................... 63
Towards educational excellence at the Ponferrada EOI: management, teaching approach and
cultural interaction............................................................................................................................................................................. 64
Expanding Horizons: Learning and Putting into Practice............................................................................................... 65
1.4. Short-term projects for mobility of staff in adult education...........................................................66
Berbili - Music as a link between displaced Arbanas...................................................................................................... 66
2. Key Action 2: Cooperation among organisations and institutions....................................67

2.1. School exchange partnerships........................................................................................................................68
United in Diversity: Language and Culture as the Fundament of European Identity................................... 68
Historical Places Build Relations................................................................................................................................................. 69
2.2. Cooperation partnerships in school education........................................................................................70
Promoting language portfolios – a digital journey........................................................................................................... 70
2.3. Strategic Partnerships for school education............................................................................................71
Kamilala: a creative project for social inclusion open to languages and cultures......................................... 71
2.4. Strategic Partnerships for higher education............................................................................................72
European Network for Junior Researchers in the Field of Plurilingualism and Education......................... 72
CREATIVE EUROPE....................................................................................................75
Introduction................................................................................................................................................77
1. Cooperation projects.........................................................................................................................79
GG4A: Innovative Intercultural Reading Promotion.......................................................................................................... 80
Lingotell.................................................................................................................................................................................................... 81
phōnē - Giving Minority Languages a Voice......................................................................................................................... 82
2. Literary translation projects..........................................................................................................83

Cardinal Points of Contemporary European Literature.................................................................................................. 84
Paths to the EU Bibliodiversity.................................................................................................................................................... 85
BLEU – Library of European Literature................................................................................................................................... 86
Perfect Reads for Generation Z................................................................................................................................................... 87
Translating Europe - These Great Little Languages: The Southern Maritime Coasts................................... 88
Europe Inside Out 2020-2021.................................................................................................................................................... 89
Facing destiny with courage – translation of 6 contemporary European novels............................................ 90
Translations into Latvian................................................................................................................................................................ 91
Promising talents and established writers – the continuity........................................................................................ 92
Translation of four books into Catalan................................................................................................................................... 93
Foreword
The European Union aspires

to be united in diversity.
The defence, promotion and
valuing of linguistic diversity
plays a fundamental role in
this quest. Languages are
incredible tools with which we
think, learn, relate to the world
and communicate with others.
They are also embedded in our
identities and fundamentally
intertwined with culture.
While constantly evolving,

they connect us to our past
and contribute to building our
future. Europe is a culturally
rich continent, and the diversity
of its regional and minority
languages surely represents
a linguistic treasure.
There are some 60 regional and minority languages in the European Union
on top of its 24 official languages. Diversity is a fundamental element of
life, and the EU is committed to respect linguistic diversity as enshrined
in Article 22 of the Charter of Fundamental Rights of the European
Union “The Union respects cultural, religious and linguistic diversity”, and
in Article 3 of the Treaty on European Union “The Union shall respect its
rich cultural and linguistic diversity, and shall ensure that Europe’s cultural
heritage is safeguarded and enhanced.”
The EU works and acts, within its scope of competence, to promote

language diversity and this, regardless of their status. The Council
Recommendation on a comprehensive approach to the teaching
and learning of languages, of May 2019, aims at enhancing language
learning, giving the objective of acquiring two languages in addition
to the mother tongue. It takes the multitude of linguistic realities into
account, acknowledging, respecting, and valuing mother tongues or home
languages, which can be different than those of schooling. Languages
are also a cornerstone of the European Education Area by 2025 and
beyond, participating to create a genuine and European learning space.
This brochure showcases numerous projects funded under Erasmus+ and
Creative Europe Programmes. The list is non-exhaustive. Creative Europe
alone supports on average more than 400 translations per year from
and to more than 40 languages including many regional and minority
languages.
8
The idea of this brochure is to give some examples of creative and

innovative projects, raise interest on the topic and present different ways
to approach it. It is also meant to help inspire teachers, non-governmental
organisations, cultural and creative operations, project applicants and
policy makers across Europe to develop their professional practice.
Iliana Ivanova
Commissioner for Innovation, Research, Culture, Education and Youth
© deagreez/stock.adobe.com
Erasmus+
Introduction
ERASMUS+
Erasmus+ is the European Union programme for education, training, youth
and sport. It has an estimated budget of €26.2 billion. The 2021-2027
programme places a strong focus on social inclusion, the green and digital
transitions, and promoting young people’s participation in democratic life.
Through the Erasmus+ programme, the EU offers many opportunities

for people to improve their language skills by participating in education,
training, youth and sport activities in another European country. Language
competences are at the heart of building the European Education Area
and are indispensable for mobility, cooperation and mutual understanding
across borders.
The programme also supports cross-border partnerships of different sizes

and formats.
Partnerships for cooperation are transnational projects designed to develop

and share innovative practices and promote cooperation, peer learning, and
exchanges of experiences in the fields of education, training, and youth.
Partnerships are always made up of organisations from different countries

and led by a coordinator organisation. All funded projects are linked to one
or several broad EU priorities and objectives.
Multilingualism is one of the cornerstones of the European project and

a powerful symbol of the EU’s aspiration to be united in diversity.
The promotion of language learning and linguistic diversity is one of the

specific objectives of the Programme. Within the framework of cooperation
projects, language teaching and learning is encouraged. Innovation and
good practices aiming to promote language skills includes, for example,
teaching and assessment methods, development of pedagogical material,
research, computer assisted language learning and entrepreneurial
ventures using foreign languages.
The programme also supports projects addressing minorities and regional

languages as a means to promote equity, social cohesion and active
citizenship.
The selected projects are varied in terms of their approaches, outcomes,

and scope, being implemented in the fields of school education, higher
education and adult learning. The outcomes include the creation of tools
such as digital ones to promote the use and teaching of regional and
minority languages, youth, or staff mobility to further develop language
skills or teaching methodologies or the exchange of best practices amongst
educational institutions.
The brochure is divided into two sections. The first one features projects
in which the focus is on teaching or promoting regional and minority
languages. The second section includes projects that include or take these
12
languages into account but have a different primary focus, such as sports
or creating learning modules for teachers. Despite the distinction between
such direct and indirect projects, they all converge towards a common
objective, which is to promote regional and minority languages.
Finally, the European School Education Platform (ESEP) contains useful

resources for stakeholders in the school education sector on language
learning and language awareness, such as news, interviews, publications,
practice examples, courses and partners for their Erasmus+ projects. The
eTwinning area allows language teachers to communicate, collaborate
and develop projects together in many different languages.
HOW TO APPLY
Erasmus+ is a very wide programme, covering a diverse range of actions.
When looking for funding opportunities, you should therefore familiarise
yourself with specific actions and other information for applicants.
Funding opportunities are managed by either the European Education and
Culture Executive Agency (EACEA) or by National Agencies.
The National Agencies (1) are based in EU Member States and third
countries associated to the Programme and their role involves providing
information on Erasmus+.
(1) https://erasmus-plus.ec.europa.eu/contacts/national-agencies
© Davide Angelini/stock.adobe.com
Erasmus+
Projects directly
targeting regional
and minority
languages
© iStock.com/filadendron
1. KEY ACTION 1:
LEARNING MOBILITY OF INDIVIDUALS
© Nicolas Micolani/stock.adobe.com
Erasmus+
16 Projects directly targeting regional and minority languages — Key Action 1: Learning Mobility of Individuals
1.1. School education
Linguistic minorities: European unity in diversity
Project Information The planned activities were to participate in the school

life of Finns of the same age, to discover their social,
Project coordinator: César-Franck- environmental and historical world. A visit to the
Athenäum (CFA), Belgium school, the historical centre of Turku or the language
centre of Abo University were envisaged. A visit to
Project reference: 2022-1-BE03- the capital Helsinki also provided an opportunity to
KA122-SCH-000075139 better understand the place of the Swedish-speaking
minority in relation to the Finnish population. The
Action type: Short-term projects for
discovery of the archipelago off the coast of Pargas
mobility of learners and staff in
and participation in leisure activities (Bowling) created
school education
natural opportunities for pupils to review the highlights
Website: www.cfa-kelmis.be of their experience in English.
Project dates: Sept 2022 – Aug 2023
EC grant: 14,090 EUR
Short description of the project

After months spent in front of the screen because of
the COVID-19 crisis, the pupils of the German-speaking
community of Belgium, a language minority, were
longing for real experiences that help them understand
their own European identity. The CFA was lacking direct
confrontation with other European school models.
The project “Language Minorities: European Unity in

Diversity” aimed to re-motivate pupils to deepen their
language skills, which are essential for communication
between the different European nations. The project
aimed to bring back the joy of learning English and
at the same time strengthen the understanding of
European identity. Finally, the project intended to
develop values such as cooperation, teamwork and
creativity. Another goal was to find ways to improve
the way it is done efficiently with digital tools in the
classroom. A strengthening of the complex European
identity was also expected. A better understanding
of how linguistic minorities could contribute to the
European ideal were be developed.
1.2. Youth
Let’s speak the same language!
Project Information multiplied the discriminatory acts: violent aggressions,

discriminatory speeches, new racist groups’ emergence,
Project coordinator: Kultur Arteko etc
Ekintza Berria - Nueva Acción
Intercultural, Spain Often the media emphasizes cultural differences and
their prejudices, thus promoting hostility, xenophobia
Project reference: 2020-1-ES02- and promoting exclusion and rejection. Therefore,
KA105-014887 what better way to discuss this issue than with young
participants from other European countries and
Action type: Youth mobility other cultures? What is the situation of people who
emigrate to their countries? What ethnic minorities and
Website: www.kaebnai.net
minority languages do they have in their countries?
Project partners: Asociatia D.G.T What projects are made for their social inclusion?
(Romania), Future in Our Hands NGO How do they feel in these situations? These and many
(Armenia), Entrepreneurship and other questions may be reflected on and shared in
Social Economy Group (Greece) a multicultural space. In this way, they would be able
to know other realities, empathize with each other and
Project dates: Apr 2020 – Apr 2023 exchange their own experiences.
EC grant: 26,804 EUR Topics such as stereotypes and prejudices, social

inclusion, equality, tolerance and solidarity were also
discussed. Cultural diversity was also celebrated
through presentations from different cultures, with
gastronomic tastings, music, dances, games and
Short description of the project cultural sports.
“Let’s speak the same language!” was a youth

exchange to address cultural diversity and minorities.
The key objectives of the project were to:
The exchange took place from September 4 to 11, ‣ Raise awareness about the problem of racism and
2020 in Errenteria-Donostia San Sebastián, Basque xenophobia and develop critical thinking;
Country, Spain. ‣ Promote equality and cultural diversity;
Through this project, participants had the opportunity ‣ Know and make visible minorities: ethnic minorities
to discuss, reflect and raise awareness about cultural and minority languages;
diversity and had the opportunity to develop their ‣ Sensitize citizens about cultural diversity;
creativity and create small projects with the intention
of raising awareness about the subject. In this way, the ‣ Develop different skills and abilities such as:
participants felt empowered, with initiative and with creativity, initiative, autonomy, communication and
the opportunity to create and participate in society. social skills;
During the week, the project worked with a non-formal ‣ Empower youth to be active participants in
methodology, with dynamics, debates, working in small citizenship and agents of social change.
groups, creative presentations, theatre and expression
exercises and artistic creations.
Xenophobia and racism are still strong problems that

affect society. In addition, ethnic minorities are often
not recognized or given the same rights and may also
suffer different discriminations. The socio-economic
crisis in most European countries, in recent years, has
Erasmus+
Language without borders
Project Information In addition, the project aimed to strengthen the

network of Burgenland-Croatian minority organisations.
Project coordinator: Hrvatski akademski The participants of the youth encounter were members
klub - Kroatischer akademischer Klub, of partner organisations with whom contact had
Austria been maintained for many years. In the registration
phase, attention was paid to the number of
Project reference: 2022-1-AT01-KA152- participants in terms of country and gender to achieve
YOU-000071605 a good balance of the areas of origin and to avoid
disadvantaging individual persons.
Action type: Mobility of young people
Most of the participants were already involved in
Website: www.hakovci.org
youth minority organisations and were therefore willing
Project partners: Chorvátsky kultúrny to take on more responsibility in their association
zväz na Slovensku (Slovakia), and region. The youth exchange, therefore, offered
Magyarországi Gradistyei Horvát a good opportunity for personal development and for
Fiatalok Egyesülete (Hungary), Udruga gathering new ideas through intercultural exchange.
hrvatskih studenata u inozemstvu The aim was for the participants to pass on new views
(Croatia) to their home countries and to try to introduce them
into society.
Project dates: Jun 2022 – Oct 2022
In the workshops offered, the focus was on the
EC grant: 35,320 EUR importance and communication of minority languages,
as well as on current media approaches, which can be
This project is a follow-up of project: an advantage for smaller organisations. In addition,
2020-2-AT02-KA105-002780 various activities and an excursion were organised,
(Aug 2020 – Aug 2021) such as a trip to Krk island. An "exchange market" was
also on the agenda. Here, all participants could present
their association, as well as their homeland and
traditions, using various presentation methods.
Short description of the project Through what they learned the participants would
be able to achieve similar success in their home
The aim of this project was to make participants organisations. Documentation and results from the
aware of the importance of languages as a means youth exchange would be published in the form
of communication across borders. Special attention of brochures, social media contributions, the HAK
was paid to regional and micro languages, whose homepage, media reports and a project report and
necessity is often questioned. The seminar tackled distributed by the approximately 50 participants from
such prejudices and tried to reduce discrimination different countries in their networks.
and contempt. Borders do not only refer to national
borders but are often formed in people's minds:
borders between cultures, between people of different
mother tongues or even between members of different
minorities. During the youth exchange, the participants
would be encouraged to get to know other cultures,
as well as to appreciate their value and, subsequently,
to perceive the importance of their own identity. The
aim of this project was to use methods of informal
education and to introduce them to the participants.
The young people would be motivated to apply these
methods in their minority organisations and thus gain
more attention for the ethnic group.
The Minority Experience
Project Information Moreover, the project aimed to contribute to reducing

fear and prejudices, and therefore to build tolerance
Project coordinator: Iniciativ Angola, and respect of human rights. The emphasis of the
Austria project was put on cultural and ethnical interaction
observing everyday situations in the participants’
Project reference: 2022-1-AT01-KA152- environment and the concrete European and worldwide
YOU-000065383 situation. This project also aspires to contribute to
improving social awareness and tolerance, and to
Action type: Youth mobility
prevent negativism and violence, equipping the
Website: www.angola.at participants with the capacity of critical thinking.
Another important objective of the project is to work to
Project partners: Solski centre Ravne na prevent all anti-ethnic and anti-cultural realities that
Koroskem (Slovenia), Liceo are threatening to return to society.
Scientifico - Znanstveni licej "France
Preseren" (Italy), Fondacija "Sorvanj" The project implemented two activities: one
(Serbia) preparatory meeting and a Youth Exchange. The
preparatory meeting took place in Klagenfurt,
Project dates: June 2022 – Aug 2023 Carinthia, and the Youth Exchange was an itinerary
activity. The young people who participated in the
EC grant: 54,300 EUR project were members of the Slovenian minorities
living in Austria and Italy, members of the Hungarian
minority living in Serbia, those with migrant
background, and young participants living in Slovenia
at the border with Austria.
The project “DoživetiManjšine.MinderheitenErleben.
MjeńšinyDožiwić” aimed to bring together young
people who are members of different minorities, who
have a migrant background, and who live in the regions
close to the border and are therefore experiencing local
communities on both sides of the border.
The project promotes respect and openness for the

diversity that young people face in their everyday lives.
The participants had an opportunity to share their own
experiences with their peers, exchange good practices
and empower each other through storytelling. The
main project objectives were to provide young people
with opportunities to better understand their origins,
to know more about the historic events related to
minorities and their own minority, and to learn more
about their identity and culture. They therefore also
learnt more about the importance of active citizenship.
Erasmus+
1.3. Jean Monnet activities
Feeling Europe: Languages, Identities and Collective

Emotions
Project Information “Language, identity and emotions in European

multilingual cinematography” module: this seminar
Project coordinator: Universidad de analysed a series of European movies with one
Castilla – La Mancha, Spain feature in common: the use of two or more European
languages (as a reflection of the directors’ interest in
Project reference: 608747-EPP-1-2019- representing Europe’s multilingual societies). Through
1-ES-EPPJMO-CHAIR the detailed analysis of these movies, some of the
different ways European multilingual cinematography
Action type: Jean Monnet Chairs
contributes to the creation of a particular European
Website: https://blog.uclm.es/ identity based on the existence of a set of shared
proyectofelice/ values and emotions was described.
Project dates: Sept 2019 – Aug 2022 “Intercultural management within the European Union
context” module: this course was designed to introduce
EC grant: 50,000 EUR unexperienced students/staffs with propaedeutic
skills in language industries (such as translation,
interpreting, localization, internationalization and
linguistic mediation) in the European Union context.
The final aim of the module was to boost interest in
Short description of the project the European Union and the professional opportunities
offered within its framework for people interested in
“Cultural diversity and identities in the European the language industries. In doing so, multidisciplinary
context” module was an introductory course to study related to European issues was also promoted at
multiculturality and identities in the European Union. the campus.
The course was designed to introduce unexperienced
students/staffs with propaedeutic skills on European “The development of European identity through shared
integration, multicultural and multilingual Europe, EU emotions” module was an intensive course aimed at
language policies and cultural and identity diversity non-European institutions and students interested in
in the EU. Student-centred teaching pedagogies – receiving a series of lectures on the general topic of
inquiry-based and cooperative learning – to favour this Jean Monnet Chair.
critical analysis, re-elaboration and internalisation of
content and group discussions. "Feeling Europe" modules: these modules focused on
different topics related to the general Jean Monnet
"Language Policy and Multilingual Education in the Chair topics (i.e. European multilingualism, emotions,
European Union" module: in this postgraduate course, identities, intercultural dialogue and linguistic rights
focus was on multilingualism as an integral part of and their role in a constantly changing European
European identity. Accordingly, an in-depth analysis society). Special attention was paid to the role of
of the central four pillars of EU language policy was minority languages, as well to the languages brought
proposed. The course was designed to deepen into the to Europe by immigrants.
cultural and linguistic aspects of European integration.
Throughout this course, the central aspects of the role “European languages and cultures forum” module
played by the Civil Society Platform on Multilingualism, presented some basic aspects of this multidisciplinary
its reports and recommendations, as well the impact research area. Participants were introduced to new
of EU language policies on its citizens’ everyday life avenues of research within the general field of
were analysed and discussed. ‘European emotions’, understood as the analysis and
description of general European values, attitudes,
interests and goals.
1.4. Vocational Education and Training
Going abroad to improve the country
Project Information The key objectives of the project were to:

Project coordinator: Scuola media Pietro ‣ improve the quality of education and encourage
Coppo Isola, Slovenia the transfer of good practice from foreign
professional areas;
Project reference: 2019-1-SI01- ‣ improve the professional competencies for the
KA102-060177 students of the gastronomy and hospitality
program and computer sciences program;
Action type: VET learner and staff
mobility ‣ raise the linguistic and cultural competencies of
students, enrich the terminology of the language in
Project dates: June 2019 – May 2020 separate areas that is limited in their geographical
area at the time of education;
EC grant: 14,892 EUR ‣ encourage teamwork, strengthen personal
development, attitude towards work, self-
confidence and self-esteem;
‣ acquire professional competencies of the staff:
Short description of the project the accompanying teacher would get an insight in
the implementation of work, tasks, procedures and
This project was designed to enable students to organisation of work with Italian employers;
do internships abroad, where they would directly
develop communication and cultural competencies ‣ establish cooperation between the school and
with clients and mentors and thus improve their companies abroad and thus strengthen mutual
knowledge of Italian. Students would benefit from this relations that help with school recognition.
work experience abroad and it would be a valuable
contribution that would help them integrate into
companies in the local environment. Considering the
presence of the Italian minority and geographical
locations along the Italian border, participating
students would have the opportunity to take part
in both markets, Slovenian and Italian. Throughout
their studies they would get to know the Slovenian
as well as the Italian language, culture, geography
and all the other characteristics present in their
professional programs. Moreover, aside from better
training, exchanging of good practice and dealing with
responsibility, the mobility would also facilitate the
transfer from education to employment.
Erasmus+
1.5. Adult education
Education in minority language - Slovak language

in Romania
Project Information The project was designed to achieve the sharing of

experience and the promotion of adult education
Project coordinator: Univerzita in expatriate schools in areas where Slovaks form
Komenskeho V Bratislave, Slovakia a national minority in Romania. The situation in
minority communities in Romania has changed a lot in
Project reference: 2020-1-SK01- recent times and the mother tongue is becoming the
KA104-077972 learning of a foreign language, and the project team
has been very helpful in this on the Romanian side,
Action type: Adult education staff
knowing the forms, methods and ways of learning
mobility
Slovak as a foreign language. There has also been
Website: http://www.uniba.sk cooperation with the receiving organization in the past,
with good working interactions among colleagues
Project dates: Sept 2020 – Aug 2022 and a desire for continued cooperation in the future.
It was also a goal to improve competences in the
EC grant: 12,660 EUR presentation of educational methods abroad and this
was a unique opportunity. The project team wanted
to travel directly to areas where Slovak is taught
abroad, to evaluate and compare the situation of
the educational process in Slovakia and abroad. It
Short description of the project was planned to share and present the results of their
In adult education, UJOP CĎV UK provides a wide work and experience in the international environment,
portfolio of educational programs for increasing expand professional competencies oriented towards
knowledge, competences and skills of professional frequent participants, link theory with practice, expand
and personal growth. The Department for Language professional competencies oriented to the educational
and Training (ÚJOP) organises, manages and provides process and self-development of the lecturer, and
linguistic and vocational training for foreigners and improve intercultural education.
compatriots. It teaches Slovak as a foreign language
and professional subjects for adult foreign students
who are preparing for regular university studies in
Slovakia. The team asked for an Erasmus+ project
called Education in a Minority Language to improve
cooperation with lecturers who teach Slovak language
to compatriots in Romania, and Romanian Slovaks are
also part of the portfolio of students and clients of
educational programmes. The courses have also been
attended by lecturers who teach abroad.
2. KEY ACTION 2:
COOPERATION AMONG ORGANISATIONS
AND INSTITUTIONS
© Rawpixel.com/stock.adobe.com
Erasmus+
24 Projects directly targeting regional and minority languages — Key Action 2: Cooperation among organisations and institutions
2.1. School exchange partnerships
National minorities - treasure of Europe
Project Information Activities carried out in schools included numerous

workshops for interested students: the so-called white
Project coordinator: II Liceum singing and folk-dance workshops, workshops on
Ogolnoksztalcace z Dodatkowa Nauka Belarusian symbolism, workshops on contemporary
Jezyka Bialoruskiego w Hajnowce, folk art in Belarus and Lithuania, handicraft workshops,
Poland editing photos, making films, album editing workshops
at the publishing house.
Project reference: 2018-1-PL01-
KA229-050997 Project participants were also involved in artistic
activities in their communities, such as the
Action type: School Exchange organization of traditional Belarusian and Lithuanian
Partnerships rituals, participation in a recitation and art competition,
artistic concerts and school performances.
Project partners: Vilniaus Pranciskaus
Skorinos gimnazija (Lithuania), Liceum There were also organized activities to improve the
Ogolnoksztalcace z Litewskim implementation of the project: a working meeting
Jezykiem Nauczania im. 11 Marca starting the project at the coordinator's school,
w Punsku (Poland) videoconference before the start of the first short-
term exchange of groups of students or a meeting
Project dates: Nov 2018 – Oct 2021 summarizing implementation of the project at school
in Vilnius.
An important result was the development of training
materials from the training visit of teachers involved
in the project on methodology of teaching minority
languages and interesting methods of developing
a sense of national identity, as well as development
The project "National minorities - treasure of Europe" of drafts for English lessons and their implementation
set itself the goal of showing cultural richness of in school practice. Tabs were created on the schools'
Europe on the example of Belarusian minority living websites informing about implemented activities. It
in Poland and Lithuania, and Lithuanian minority in is expected that establishing permanent cooperation
Poland. The project achieved the intended goal - to between the applicant institution and partner
make people aware of common heritage of all three organizations participating in the project will result in
nations: Polish, Belarusian and Lithuanian as heirs of implementation of further joint undertakings within
the Grand Duchy of Lithuania. statutory activities of schools. During the meeting
summarizing the project in Vilnius in October 2021,
The aim of the project was also to raise standards the head teachers of schools signed a cooperation
of teaching and acquiring knowledge by enriching agreement.
the activities of schools with new forms, tools and
methods of work aimed at supporting institutions in Practical and reusable resources can be found here
the didactic process aimed at enabling learning about
culture and traditions of national minorities covered by
the project activities. This contributed to strengthening
professional competences of the teaching staff.
Another of the goals achieved was developing

linguistic competences of the project participants
during international meetings. This informal aspect
of language learning enabled the participants to
overcome their own barriers related to the fear of
speaking a foreign language.
Brittany Basque Country
Project Information The project has involved many activities to achieve

the objectives. The students have collaborated to
Project coordinator: IES Lauaizeta create the project logo as well as TV programs such
Ikastola BHI, Spain as "Equipo de Investigación", "Vascos por el mundo" or
"Telemasterchef", have edited videos about heritage
Project reference: 2019-1-ES01- and local historical events, have created an eBook
KA229-065392 about minority languages, have participated in
workshops on traditional sports, music, literature, have
Action type: School Exchange
been able to create a legend merging mythological
Partnerships
elements of both cultures, have worked on stereotypes,
Website: http://breizheuskadi.free.fr/ have shared the most important celebrations of our
culture, initiatives in favour of minority languages, etc.
Project partner: L.P.O. Pierre Mendes
France (France) The key objectives of the project were to:
Project dates: Sept 2019 – Aug 2021 ‣ help Basque students value the steps taken
to recover their language, culture and identity
EC grant: 36,378 EUR at a difficult age when they rebel against any
established matters;
‣ promote among Bretons a need to recover their
roots and to consider their culture as their identity
and value it.
Breizh Euskadi was a two-year-long project turned
into 3 years due to COVID-19 between IES Lauaizeta
Ikastola BHI and L.P.O. Pierre Mendes France. Lauaizeta
is a Compulsory Secondary Education school with
a "D" linguistic model that is education through the
medium of Basque Language and whose priority is to
promote Basque language, culture and identity. It is an
inclusive school that avoids discrimination for cultural/
economic reasons. Pierre Mendes is a High School that
also provides Vocational Training and they are trying to
create boundaries between both Education Systems.
They are taking steps to recover Breton culture and
they have started teaching Breton language in Primary
Education.
All upper-Secondary students have taken part and

those in Seconde and first year of Vocational Training
. Over 250 students in each school have used the
eTwinning platform (3 projects, one per year) to get
acquainted to one another, communicate, find out,
share, cooperate and collaborate. 14 students were
meant to have the opportunity to travel to the partner
country, but the pandemic made this impossible
during the first 2 years. Therefore, an extension of
one year was requested. 24 Basque students had the
opportunity to travel to Brittany for 7 days.
Erasmus+
Back2Roots
Project Information It is of the utmost importance and in line with

European values to preserve intangible and tangible
Project coordinator: Osnovna škola cultural heritage, and one way of doing so is to
Bakar, Croatia transfer cultural characteristics, meanings and values
to the younger generations. By conveying to students
Project reference: 2020-1-HR01- love and care for the heritage of their homeland, as
KA229-077795 well as for the heritage of parts of the Croatian people
who, as national minorities, live in other European
countries and teach them to appreciate diversity, they
Partnerships
will become preservers of heritage as well as creators
Website: http://os-bakar.skole.hr/ of new heritage.
Project partners: Istituto Comprensivo The project involves four partners, schools that provide
Amodio Ricciardi (Italy), OŠ Ivan Croatian language lessons for members of minorities
Milutinović (Serbia), Neue from Italy, Serbia, Austria and the project coordinator is
Musikmittelschule Großpetersdorf mit from Croatia.
kroatischem Schwerpunkt (Austria)
Project dates: Sept 2020 – Aug 2023 ‣ contribute to strengthening the linguistic
competences of young generations of members of
the Croatian national minority;
‣ contribute to the construction and strengthening of
national identity among students of the Croatian
national minority living in the Republic of Croatia;
‣ contribute to the understanding of differences in
Croats as indigenous minority communities today cultural identities and heritage of members of the
live in 12 European countries: Austria, Bulgaria, Croatian national minority and linguistic minorities
Montenegro, Czechia, Italy, Kosovo, Hungary, Northern outside the Republic of Croatia;
Macedonia, Romania, Slovakia, Slovenia and Serbia. ‣ encourage creativity and literature of pupils and
Affected of various historical, political and economic teachers and stimulate learning about cultural
reasons, from the 15th century began to emigrate heritage
from then Croatian territories to other European
territories, which are today located in the mentioned
12 countries.
This project aims at empowering the young Croatian

community - the primary students’ schools in their
countries of origin and preserving their culture and
encouraging them to do the same. It also seeks to
contribute in preserving the Croatian dialects that are
in extinction which are contributing significantly to the
diversity of the Croatian language.
Equality in the diversity of national minorities
Project Information The results of the project are mutual enrichment and
learning, sharing good practice examples and building
Project coordinator: Ceska Osnovna relationships that lead to improving the quality of
Skola Josipa Ruzicke Koncanica, life of participants in the future. By creating project
Croatia materials, the level of knowledge of the mother tongue
can be maintained better. Digital competencies are
Project reference: 2020-1-HR01- developed using communication platforms (eTwinning,
KA229-077830 viber, skype), videos, quizzes and publication
processing, and a web site is created where all the
materials produced in project is available in all three
Partnerships
languages.
Website: www.os-ceska-jruzicka-
koncanica.skole.hr The key objectives of the project were:
Project partners: Zakladna skola

‣ New knowledges for 36 students, 15 teachers and
other indirect participants about a certain period
(Slovakia), Zakladni skola Valasske
of European history as a lasting sustainable added
Mezirici (Czechia)
value for learning and education;
Project dates: Nov 2020 – June 2023 ‣ Mapping the diversity of people, their similarities
and the influence of minorities of the Czech, Slovak
EC grant: 88,092 EUR and Croatian cultural backgrounds;
‣ Meeting and cooperation of 36 students from
different cultural and historical backgrounds;
‣ Increasing intercultural awareness of 36 students
Short description of the project and better understanding and responding to social,
linguistic and cultural diversity;
Due to its cultural and historical development, Europe
is an area rich in culture of different nations. The rich ‣ Improving the teaching and learning of minority
cultural footprint that national minorities have left languages in partner countries and promoting
and are still leaving in the nations and surrounding broad linguistic diversity for 36 students.
countries is best seen throughout history. Czechs
and Slovaks are amongst the most numerous
representatives of minorities in Croatia, as evidenced
by Croatian history and culture, enriched by their
tradition and way of life, in the project "Equality in
diversity of national minorities" participants follow
the traces left by the Czech, Slovak and Croatian
minorities throughout Europe. To this end, it was
extremely important to bring together schools from
the countries of these nations, as well as schools that
have a regional history in their teachings. The project
leader is the Czech primary school Josipa Ružičke
from Croatia. The partners in the project are Primary
school Ružomberok-Klačno from Slovakia and Primary
school Valašské Meziříčí from the Czechia. Each of the
activities of this project is implemented through three
five-day meetings of 36 students and 15 teachers
at partner schools and one four-day meeting of 9
teachers.
Erasmus+
SOS - Save our Second Language!
Project Information The project expanded pupils' horizons through

exposure to new cultures and experiences, leaving
Project coordinator: Scoil Náisiúnta a lasting impact on their development. It also
Ghort Sceiche, Ireland enhanced linguistic, ICT, and interpersonal skills for
both teachers and students, including those with
Project reference: 2020-1-IE01- fewer opportunities. Knowledge and skills were shared
KA229-065988 among schools, and innovative teaching methods
were introduced in language learning. Additionally,
a European dimension was integrated into our school
Partnerships
plans, fostering enthusiasm for future European
Website: https://www.gortskehy.com opportunities.
Project partners: Keskustan alakoulu The key objectives of the project were to:
(Finland), Bidaide Fundazioa -
Amaurre Ikastetxea (Spain), St Joan
‣ Improve target language proficiency and digital
literacy by creating a more engaging learning
Antide School (Malta)
environment;
Project dates: Sept 2020 – Aug 2022 ‣ Increase awareness of the importance of language
learning to encourage the wider use of minority/
EC grant: 111,398 EUR second languages;
‣ Include learners with disabilities and special
educational needs, learners from disadvantaged
backgrounds and those with language, cultural and
Short description of the project social differences;
The project emphasized linking minority languages

‣ Help develop place identity and language
attachment in the pupils. This is done to help
to "place identity," fostering emotional bonds among
increase social cohesion, social inclusion (of
all students, including immigrants/non-natives. The
newcomers) and social engagement.
initiative was aiming to involve school-coordinators,
principals, teachers, special needs assistants as well as
pupils and their parents.
The schools were inspired by the European

VIDEOforALL project, which employs innovative
methodologies for language education using digital
video. Students created videos for different occasions
and used tools like Actionbound, digital animations,
and Google Virtual Tours to promote minority language
use and place identity through a multidisciplinary
approach. Schools also developed language-learning
computer games. Video tutorials were used for
dissemination via various platforms.
The group consisted of organisations with significant

experience in eTwinning and Erasmus+. They were
eager to guide less experienced partners in utilizing
the eTwinning platform, especially those for whom this
was their inaugural Erasmus+ project.
From the outset, a whole-school approach was

adopted within each organization. This approach
facilitated the sharing of innovation and knowledge,
resulting in the resources we created being readily
shareable and sustainable.
2.2. Strategic partnerships for school education
Virtual Language App
Project Information Teachers and schools from around Europe, and even
beyond, have found the project to learn more about
Project coordinator: Stichting Fryske multilingualism and multilingual didactics. Due to the
Akademy, The Netherlands pandemic, three multiplier events were held online
with a high attendance rate. VirtuLApp focused on
Project reference: 2018-1-NL01- primary education and various needs, such as schools
KA201-038982 with a (large) number of immigrant pupils who wanted
to improve attitudes towards migrant languages and
Action type: Strategic Partnerships for
include these, schools with predominantly national
school education
language-speaking children wanting to introduce their
Website: www.virtulapp.eu pupils to minority and other languages, and schools
wanting to experiment with less language separation
Project partners: Audiovisual in their language didactics.
Technologies, Informatics and
Telecommunications BVBA (Belgium), The results have been shared and discussed in
LUCA School of Arts (Belgium), The different ways, such as the project website with all
Provost, Fellows, Foundation Scholars the project outcomes and resources, five multiplier
and the Other Members of Board of events, two extra webinars, VirtuLApp newsletters
the College of the Holy and Undivided and newsflashes, as well as numerous dissemination
Trinity of Queen Elizabeth near Dublin activities undertaken by all project partners. The MEs
(Ireland), Universidad del País Vasco/ were attended (online) by more than four hundred
Euskal Herriko Unibertsitatea (Spain) participants in total, which not only raised awareness
of the project, its premises and outputs, but also
Project dates: Sept 2018 – Dec 2021 generated valuable input from the target group.
EC grant: 411,080 EUR Practical and reusable resources can be found here

The VirtuLApp (Virtual Language App) project group
addressed the needs of primary school teachers
concerning multilingual education and supported
them to gain more knowledge about and tools
for multilingual education, integration of migrant
languages and less language separation. VirtuLApp
promoted educational innovation and aimed at
contributing to motivation and self-regulated
(collaborative) learning for students in the classroom
and provided a toolkit for teachers on how to deal with
the multilingual situation in the classroom.
VirtuLApp has developed an innovative multi-didactic

approach which teachers can use in the classroom in
any situation, by providing knowledge on multilingual
didactics, application of that knowledge and tools to
use in the classroom.
Erasmus+
Europe of Languages Network: Teacher Training for

Inclusion through Minority Languages
Project Information Also, the use of minority languages as an educational

vehicular language enhances educational results,
Project coordinator: Acció Cultural del culture, and the cultural heritage of the country,
País Valencià, Spain therefore promoting Europe’s wealth of diversity.
However, as experts have stated, these unofficial
Project reference: 2020-1-ES01- languages are facing a serious threat to survival if
KA201-082144 they are not able to make a technological leap to
digitalization. New generations make regular use of
communication technologies that only use majority
school education
languages, so it is necessary to provide useful
Website: www.acpv.cat linguistic resources for the technological development
of other languages to avoid their disappearance.
Project partners: Université Rennes II
(France), European Language Equality Europe of Languages Network: Teacher Training for
Network (France), Oideas Gael Inclusion through Minority Languages was a project
(Ireland), Conradh na Gaeilge aimed at connecting regional governments, cultural
(Ireland), Consellería de Educación, entities, youth associations, and educational centres
Cultura y Deporte (Spain) in Europe, with the aim of promoting the technological
and educational leap of minority languages, thus
Project dates: Sept 2020 – Feb 2023 facilitating the implementation of multilingual systems
and equipping schoolteachers with the necessary
EC grant: 105,910 EUR innovative digital educational resources.
This has been achieved through the creation of two

high-quality Intellectual Outputs:
‣ A specific course for secondary and primary
Short description of the project teachers to use innovative methodologies using
Language learning plays a prominent role among minority languages of the region to promote
the competences that help to better equip people inclusion and reach educative objectives of the
for the labour market and to take full advantage students;
of the opportunities available; it enriches one’s life, ‣ Digital Open Educational Resources (OERs) for
provides new ideas, exercises the mind, and allows secondary school teachers through minority
one to benefit from the world’s cultural diversity, languages (O2) that train teachers while also
obtain scholarships for postgraduate studies, work helping them carry out a learning process for
in transnational companies, and of course express their students of minority languages through 3.0
oneself in an understandable way to others, thus education in their classrooms.
increasing social relations.
The project also created tangible results, emphasising
This is especially true when referring to minority the creation of a virtual community of teachers for
languages from many regions or countries of the EU. the digitalisation of minority languages in secondary
It is proven that the use of the languages of each education, a collaborative web space designed for and
territory provides to its students - especially those by secondary school teachers from schools in regions
with linguistic barriers such as migrants - curricular with minority languages. These results have been
advantages that favour their social inclusion. Knowing developed through 24 months of work, 4 Transnational
the language of the territory, added to a better culture Meetings (Valencia, Dublin, Rennes, Valencia), multiple
and the development of skills, is a differential factor activities for the creation of materials, pilot tests in
that can guarantee full social inclusion, especially for teacher training centres and secondary schools, and
migrant students. a large multiplier event in Valencia in 2022. The results
that can be implemented by many European regions.
Let's Act Multilingual
Project Information The project was developed over a period of two

academic years by beneficiary partners from
Project coordinator: Lycée Frédéric et France, Germany, Serbia, and Spain. The first year
Irène Joliot-Curie, France mostly focused on formalizing methods and sharing
approaches among teachers and trainers, and
Project reference: 2020-1-FR01- designing a pilot project, and the second year being
KA201-080021 devoted to the implementation of the pilot project.
An additional three months were used to collect
and assess results and share them with relevant
school education
stakeholders.
Website: http://www.lyc-curie-nanterre.
The languages involved in the project were European
ac-versailles.fr
languages taught by teachers and trainers in the
Project partners: Cours et Jardins gUG consortium, non-European languages also taught in
(Germany), Gimnazija Jovan Jovanovic these organisations (Arabic mostly), and both European
Zmaj (Serbia), Fundacion Teatro Joven and Non-European languages spoken by communities
(Spain), Association Compagnie living in the environment of these organisations (Arabic
L’Instant Même (France), Colegios dialects, Amazigh, Maltese, Roma, Turkish and more).
Laude S.L.U. (Spain), Compagnie The pilot project culminated in a multilingual
Théâtre du Bout Monde (France), performance, prepared and rehearsed through virtual
BAZAART (Serbia), IES Ramiro de and physical mobilities throughout the project, mostly
Maeztu (Spain) in its second phase. Each country was responsible for
a minimum of one 15–30-minute module, and one
local performance of their module(s). The final event
EC grant: 275,949 EUR at the end of the second academic year brought
together all countries and participants for several
common performances. The theme of the multilingual
performance was « Femmes de l’Ombre » (Women in
the Shadows), focusing on women who contributed
Short description of the project significantly to several fields, but were little or never
known for their achievements, in recent and more
The purpose of this project was to revamp and ancient European history. Each participant or group
strengthen language teaching in schools through chose one of these women in the linguistic area
artistic practice, more specifically theatre performance, corresponding to the language(s) they were teaching/
and to give visibility and value to linguistic and cultural working with, and worked on collecting material and
diversity in schools and in the peri-educational field dramatizing that material, so this female figure could
through multilingual creative practice, thus giving become one of the « characters » in the show. Any
schools an active role in creating safe and creative minority language present in the environment but not
spaces for intercultural dialogue and fostering better included in the practice and brainstorming on teaching
understanding between communities. methods was included in the final show in the form of
The partners in the project were schools, universities, a vast multilingual chorus demonstrating the universal
and artistic or educational organisations active in one value and aesthetic potential of linguistic diversity.
of the relevant fields, associated with policymakers The visibility and support given to linguistic diversity
in education / immigrant integration, and local and and multilingual practice in the project was also
regional authorities. meant to achieve other results, namely a better
understanding between communities in a given
territory, and a tighter and more confident relation
between schools and students’ families. And allowing
local and regional entities to rely fully on educational
and artistic organisations for a constructive dialogue
on multicultural and multilingual practices and issues.
Erasmus+
2.3. Partnerships for digital education readiness
ALCOR: Building Teacher-Parent Connections Through

Digital Multilingual Learning
Project Information ALCOR is a follow-up of the AVIOR project, both spin-

offs of the Sirius Network on Migrant Education. Like
Project coordinator: Risbo B.V., The Avior and Sirius, Alcor is the name of a bright star. It
Netherlands is in fact part of a binary star which was named in
Arabic Suhā/Sohā, meaning the ‘forgotten one’ or the
Project reference: 2020-1-NL01- ‘neglected one’; a reference to Mizar, its much brighter
KA226-SCH-083122 partner star. While Mizar symbolizes the language of
schooling, ALCOR refers to the languages that migrant
Action type: Partnerships for Digital
and minority children speak at home and which are
Education Readiness
frequently unseen, unheard and neglected in the
Website: www.risbo.nl classroom. This presents a missed opportunity as an
increasing body of research shows that rather than
Project partners: Mreža centara za a problem or deficit, students’ linguistic diversity should
obrazovne politike (Croatia), Rutu be welcomed as a valuable resource for learning new
Foundation for Intercultural content, new languages and as a way to enhance
Multilingual Education (The participation and inclusion of both students and their
Netherlands), Sihtasutus parents into the school community. The sudden shift to
Poliitikauuringute Keskus Praxis online learning due to the COVID-19 crisis presented
(Estonia), Pucko otvoreno uciliste an opportunity to build teachers’ capacity in three
Korak po korak (Croatia), Terremondo ways: (1) the use of digital resources and blended
cooperativa sociale arl (Italy) learning; (2) integrating home languages in teaching
strategies and (3) engaging plurilingual parents
Project dates: June 2021 – June 2023 through the use of multilingual (digital) learning
resources with the aim of fostering migrant and
EC grant: 210,509 EUR minority students’ sense of belonging, self-confidence
and identity.
The ALCOR-project builds on and expands the results

of AVIOR with four main activities:
‣ An intensive train-the-trainer peer-learning
The ALCOR Project: Building Parent/Teacher programme for teachers;
Connections Through Digital Multilingual Learning ‣ Parent/teacher Co-Creation Workshops and
is a strategic partnership of six research institutes, Language Friendly Learning festivals;
non-governmental organisations and an education
policy network from four European countries: The ‣ Production of white board animations that visualize
Netherlands, Croatia, Estonia and Italy. The objective is how home language integration and parental
to support linguistically disadvantaged primary school involvement may result in student well-being and
learners in Europe who are at risk of falling even academic success through the use of multilingual
further behind their peers as a result of COVID-19 learning resources;
school closures. ‣ Creation of a MOOC (Massive Open Online Course)
aimed at developing a ‘language friendly’ mindset
and enhancing teacher competence in forging
effective teacher/parent connections through home
language integration and digital technology.
2.4. Cooperation partnerships in school education
Ownership and Leadership: Pathways for (Endangered)

Languages’ Use in School
Project Information The OWL+ project wants to detach endangered

languages from market-value-based attitudes and
Project coordinator: Stichting Fryske re-introduce them as valuable social factors with the
Akademy, The Netherlands focus on educational settings. The project will develop
tools and resources to innovate school curricula
Project reference: 2021-1-NL01- and offer materials that enable teachers/educators
KA220-SCH-000032566 to accommodate endangered languages in their
classrooms and other learning settings. Teachers and
Action type: Cooperation partnerships
educators will also be equipped with skills to take
in school education
ownership of their cultural heritage. As endangered
Website: www.fryske-akademy.nl languages are viewed as a vital social factor for their
communities, the project also targets community
Project partners: Nord Universitet leaders (such as councils and local initiatives), which
(Norway), CIDLeS – Centro are an integral part of endangered languages’ support
Interdisciplinar de Documentacao structures.
Lingüística e Social (Portugal), Tallinn
University (Estonia), Rēzeknes The project’s audience is primarily schools (teachers,
Tehnoloģiju akadēmija (Latvia) trainees, school staff) from areas where an
endangered language is spoken, as well as the
Project dates: Feb 2022 – Feb 2025 community leaders (associations, councils, cultural
initiative leaders) that are investing themselves in
EC grant: 265,524 EUR maintaining the use of the language. The project’s
commitment is to provide them with tools to become
more independent in their endeavours and to empower
them to take ownership of their cultural heritage.

The key objectives of the project are to:
In Europe, hundreds of languages are endangered, ‣ Innovate in curriculum building for and about
as they are not being passed on to the younger endangered languages by contextualising them
generations and are progressively disappearing. This within the big picture of language diversity in
does not only threaten the language itself, but also the Europe and by providing stakeholders with practical
culture linked to it. A main problem is that endangered tools to help them foster the transmission of
languages are often under-resourced, which means the language. support teachers and community
that materials and tools for schools to integrate or members in leading the creation and enhancement
teach endangered languages are scarce. Additionally, of curricula by making use of local resources and
languages are often either labelled as economically digital methods;
more or less beneficial. Such tendencies constitute
obstacles for preserving and fostering endangered
‣ Empower speakers and learners of endangered
languages to create new domains of use through
languages, especially in educational settings.
education and social entrepreneurship;
‣ Develop and make available a set of digital
didactic materials, free of charge for communities
across Europe and the wider public, regardless of
the nature of their interest in language;
‣ Raise awareness of European linguistic diversity
in an optimistic tone, fostering a positive attitude
towards multilingualism in mainstream education.
Erasmus+
WikiWomen
Project Information WikiWomen therefore addresses some truly European

and global challenges for the coming years: the
Project coordinator: Stichting Algemiene need for digital skills and literacy, the position of
Fryske Underrjocht Kommisje Afûk, Europe’s smaller and minority languages, the need
The Netherlands for multilingualism to be mainstreamed across school
curricula, and the importance of gender equality, not
Project reference: 2021-1-NL01- only in society but also in the information we access.
KA220-SCH-000031554 These are pressing topics in all three of the project’s
partner regions (Friesland, the Basque Country and
Ireland) and far beyond. Although this project is firmly
in school education
anchored in Europe’s minority language regions,
Website: www.afuk.nl it could not be achieved without transnational
cooperation. Project partners and their regions each
Project partners: Euskal Wikilarien bring vital experience and expertise which make the
Kultura Elkartea (Spain), Learning Hub project possible.
Friesland (The Netherlands), Stichting
Fryske Akademy (The Netherlands), In many languages, for example English, Dutch,
Wikimedia Ireland CLG (Ireland), Irish or Basque, less than a fifth of the biographies
Coláiste Oiriall (Ireland), Gobierno on Wikipedia are those of women (https://whgi.
Vasco (Spain) wmflabs.org/gender-by-language.html). With data
from Wikipedia being increasingly integrated into
Project dates: Jan 2022 – Dec 2024 the digital tools used today, such as Siri or Google,
it’s increasingly important for smaller and minority
EC grant: 399,499 EUR languages to boost their presence on the site to
remain relevant in a digital age. Luckily, the open-
source nature of Wikipedia means that individual
users can affect real change. For example, the Welsh
language Wikipedia has achieved gender parity in their
Short description of the project biographies. Regions such as the Basque Country and
This project will bring together schools, Wikipedia Wales have been working integrating Wikipedia into
foundations and language organisations in minority minority language education for a number of years,
language regions of Europe to use Wikipedia as so there is experience to build on at a regional and
a tool to teach digital literacy, social engagement and European level.
language skills. There are too few Wikipedia articles Europe’s minority languages have around 40 million
on women, and too few in minority languages. Pupils speakers and form a significant part of our linguistic
will be guided through the process of researching and cultural diversity. They can be considered as
women who are not yet featured on Wikipedia and intangible cultural heritage but are of course living
writing articles on them in their national and minority languages within their communities and core to the
languages to redress this balance. In the process identities of their regions. Minority languages are often
they’ll gain vital digital and research skills plus added spoken in limited contexts and can be marginalised
confidence in using their minority language, as well as in favour of the larger, national language – for this
contributing to the online presence of their language. reason it’s important to promote minority language use
and skills among future generations.
The key objectives of the project are to: ‣ Make GLAMs and language institutions aware of
the opportunities that Wikipedia can offer them in
‣ Use Wikipedia to equip pupils with the digital and their work, in particular their educational outreach
research skills they need to navigate a world with
work with schools, by equipping them with the
vast amounts of information at their fingertips
practical skills and inspiration they need to achieve
and empower them to actively use their minority
this;
language and see its relevance to their lives and
societies, having themselves contributed to its ‣ Create a greater and broader online presence of
online presence; minority languages and strengthen the use of the
language to discuss contemporary social issues;
‣ Ensure that secondary schools and their teaching
staff have the skills and resources they need to ‣ Strengthen the collaboration between schools and
teach minority language skills, digital skills and other organisations such as GLAMs and Wikipedia
research skills in a comprehensive approach using foundations, as well as the international links with
Wikipedia and in collaboration with regional GLAMs other likeminded regions.
and language institutions;
Erasmus+
2.5. Strategic partnerships for higher education
Translanguaging for Equal Opportunities: Speaking

Romani at School
Project Information of Romani speaking students in Europe and, more

generally, experts working with students whose home
Project coordinator: Karoli Gaspar language practices are different from the teachers’
Reformatus Egyetem, Hungary and/or the school curricula.
Project reference: 2019-1-HU01- Millions of people in Europe speak Romani as their
KA203-060919 home language but nowhere is it used as a language
of education in schools. Ways of speaking Romani are
Action type: Strategic Partnerships for diverse. Our project aimed to preserve this diversity
higher education while introducing Romani in schools as one of the
languages of learning, but without attempting to
Website: http://www.kre.hu/
standardise it.
romanitranslanguaging/
The most important methodological commitment
Project partners: Zakladna skola Anyosa of the project was that it regarded members of
Jedlika s vyucovacím jazykom all participant groups as co-constructors whose
madarskym Jedlik Anyos Alapiskola contributions enriched the outcomes with a variety of
(Slovakia), Magiszter Alapítványi perspectives.
Óvoda, Általános Iskola, Gimnázium,
Szakgimnázium, Szakközépiskola és Commitment to representing various forms of
Alapfokú Müvészeti Iskola (Hungary), knowledge, including academic and local knowledges,
Univerzita Konštantína Filozofa meant that all contributors were involved in the
v Nitre (Slovakia), University College complementation of the video repository and in the
London (United Kingdom), Jyvaskylan writing process of the volume; their writings are part of
Yliopisto (Finland) the main body of the text.
Project dates: Dec 2019 – May 2022 Practical and reusable resources can be found here

Our project presents translanguaging as an opportunity
for speakers of Romani, a language with only sporadic
literacy, to enhance their success at school. Romani
is the home language of hundreds and thousands of
students across Europe. These students are always
taught in another language, depending on the country
or region where they live. Romani is neither an official
language nor the language of public administration or
school system anywhere in the world. This situation
is in some respects like contexts of the global south,
where students often speak a local non-standardized
language different from the language of the school
system. The book and the video repository made
during our project was intended to support researchers,
postgraduate students, pre- and in-service teachers
2.6. Cooperation partnerships in higher education
Innovation and optimization of educational tools and

means of teaching Slovak outside the territory of Slovakia
Project Information Considering that language is the core of identity

at both individual and group level, maintaining
Project coordinator: Univerzita sv. Cyrila and developing the mother tongue is perceived as
a Metoda v Trnave, Slovakia a key tool for preserving ethnic identity. The project
coordinator has a workplace where methods of
Project reference: 2021-1-SK01- teaching Slovak as a foreign language have been
KA220-HED-000032157 studied and developed in specific projects to support
the quality of Slovak teaching as an official language
in the environment of language minorities living in
in higher education
Slovakia. The aim of the project is to present the
Website: www.ucm.sk knowledge gained from specific Slovak language
education, to innovate current teaching methods of
Project partners: Univerzitet u Novom qualified Slovak teachers so that teachers in many
Sadu (Serbia), Univerza v Ljuljani countries outside the Slovak Republic remove language
(Slovenia) barriers with optimal tools of foreign language
learning, considering the specifics of other language.
Project dates: May 2022 – May 2025
Through the planned transnational project team
EC grant: 169,867 EUR meetings, it is planned to prepare innovative curricula
and effective teaching methods that will improve the
teaching of Slovak in specific conditions in partner
countries while accepting the peculiarities of the
majority language, which undoubtedly has a major
Short description of the project impact on the acquisition of any other language. In
The project is based on a partnership between three the case of teaching Slovak in an environment of
University institutions: the project coordinator – Faculty students where the majority language is another
of Arts UCM in Trnava and two foreign partners – genetically close Slavic language, the impact of
Faculty of Arts in Novi Sad and Faculty of Arts at negative interference of related and similar languages
the University of Ljubljana. The aim of the project should be particularly emphasized. The starting point
is to increase the effectiveness of Slovak language for the proposal of a more effective model of teaching
university teaching outside the territory of Slovakia Slovak will be the analysis of the majority language,
in the majority of partner universities, where it is but especially the practical experience of teachers in
necessary to be in a contact with the language, which partner countries regarding problematic language and
covers all functional areas in the environment where intercultural issues that make the teaching of Slovak
it naturally developed, i.e. in Slovakia. In the case of language more difficult.
one of the project’s partners the University of Novi Sad
- Slovak is also taught as a language of the Slovak
minority living in Serbia.
Erasmus+
2.7. Strategic partnerships for adult education
Communication competences for migrants and

disadvantaged background learners in bilingual work
environments
Project Information The main activities that were undertaken during this
project included: research in the form of a needs
Project coordinator: Stichting Fryske analysis to determine the focus of the projects’
Akademy, The Netherlands products; development of teaching materials, both
printed and digital; a pilot among teachers and
Project reference: 2016-1-NL01- migrant care students to determine the effectiveness
KA204-022949 of the materials developed; dissemination of the
research findings and the developed products via four
multiplier events, one for each developed product,
adult education
held in four of the countries of the project’s partners,
Project partners: Swansea University via presentations on conferences and events, via
(United Kingdom), Cardiff University websites and social media; translations of all materials
(United Kingdom), Elhuyar-zubize Sl in the state language of all partners, and, additionally
(Spain), Axxell Utbildning AB (Finland), into several minority languages. All activities were
Banaizbagara Kultur Elkartea (Spain), discussed and agreed on during the project’s monthly
Centro per lo Sviluppo Creativo Danilo Skype/Zoom which all partners attended.
Dolci (Italy)
Project dates: Sep 2016 – Aug 2019
‣ Improve communication and regional language
EC grant: 314,699.61 EUR skills of migrants wishing to work or working in the
(elderly) care sector;
‣ Improve the situation for trainers wishing to teach
their (migrant) students regional language skills
and to focus on workplace specific communication
Short description of the project needs;
The main goal of this project has been to raise ‣ Improve the wellbeing of clients in in the care
awareness concerning the importance of teaching sector;
workplace specific communication skills to migrants ‣ Improve the integration: addressing the multilingual
and to develop innovative methods to help language needs of immigrants in diverse communities as
teachers and vocational trainers teach these skills. well as the complex nature of integration;
‣ Increase opportunities for migrant workers on
the labour market by improving their professional
communication skills.
Practical and reusable resources can be found here

Mobile Virtual Learning for Indigenous Languages
Project Information The key objectives of the project were aligned with
EU priorities and initiatives to protect and promote
Project coordinator: Heriot-Watt the EU's 128 endangered languages (cf 2013 EP DG
University, United Kingdom report 'Endangered Languages and Linguistic Diversity
in the European Union'). The goal was to deliver an
Project reference: 2019-1-UK01- educational tool specifically designed and targeted at
KA204-061875 supporting endangered languages in Europe. The vision
was for the IndyLan app to contribute to endangered
language learning and revitalisation so that these
adult education
languages remain alive and relevant in contemporary
Website: www.hw.ac.uk societies. More importantly, this project aimed at
developing an educational tool to teach users more
Project partners: Cornwall Council about the cultures of the people who speak these
(United Kingdom), Learnmera Oy languages, not just the languages themselves.
(Finland), Saami Council Headquarters
(Norway), Asociación Moviéndote por The IndyLan app would build on the Moving
la Integración y la Participación Languages project (www.movinglanguages.eu).
Ciudadana (Spain) However, while Moving Languages created separate
apps for the respective languages, IndyLan would
Project dates: Oct 2019 – Feb 2022 produce one single app for all languages, to avoid
confusion and a diluted output. The project would be
EC grant: 211,847 EUR carried out transnationally to get the language and
cultural knowhow of the partners and for maximum
dissemination. Partners would share good practice on
initiatives taken in other countries and regions (the
Saami initiatives are a case in point).
The IndyLan project was built on a previous project,
Moving Languages, which designed an app for the
linguistic and cultural inclusion of newly arrived
migrants and refugees. Feedback from the Moving
Languages project demonstrated an interest in
learning all the languages of host countries, not just
the dominant ones. Indeed, there was a clear need
for such a tool, as major language apps such as
Duolingo or Linguascope did not cover Indigenous
or lesser spoken languages (this has since changed,
but they still do not offer all IndyLan languages, and
they do not focus on culture or Indigenous people
at all). In addition to this, 2019 was proclaimed as
the International Year of Indigenous Languages (UN
Resolution 71178 on the Rights of Indigenous People)
and the UN declared 2022 -2032 as the International
Decade of Indigenous Languages “to draw
attention to the critical status of many Indigenous
languages across the world and encourage action
for their preservation, revitalization and promotion”.
UNESCO’s Atlas of the World’s Languages in Danger
of Disappearing classifies Scots and Basque as
vulnerable, Gaelic and Northern Saami as definitely
endangered, and Cornish as critically endangered.
Erasmus+
Linguistic Assertiveness for Minority Language Speakers
Project Information To maintain a minority language speakers must be

able to use it as frequently and as freely as possible.
Project coordinator: Universitat de However, minority language speakers often adopt
Valencia, Spain self-censoring attitudes and avoid using their own
language and switch to the majority language. LISTEN
Project reference: 2019-1-ES01- addressed the needs of minority language speakers by
KA204-064957 helping them increase the frequency and confidence
with which they use their minority language.
adult education This project intended to contribute to multilingualism
by devising and implementing an innovative strategy
Website: www.uv.es
for empowering minority language speaker groups
Project partners: European Language to maintain and preserve their precious heritage and
Equality Network (France), transmit it to future generations.
Universitatea Sapientia din Municipiul Speakers of minority languages (MLs) are carriers
Cluj-Napoca (Romania), IAITH: Welsh and keepers of the linguistic and cultural diversity
centre for language planning (United of Europe. Institutional support to MLs is not always
Kingdom), Consiglio Nazionale delle provided or enforced. One of the main barriers for MLs
Ricerche (Italy), Conradh na Gaeilge is their relative invisibility, mostly since ML speakers
(Ireland), Stichting Algemiene Fryske tend to switch to a dominant language (DL) in many
Underrjocht Kommisje Afûk (The or even in most social situations. The main objective
Netherlands) of the LISTEN project was to provide teachers,
activists and other relevant stakeholders involved in
ML promotion, with effective behavioural strategies
EC grant: 184,688 EUR for increasing the frequency of social use of their
language. This would, in turn, contribute to increasing
the ML speakers’ awareness about the importance of
their linguistic and cultural heritage. The transnational
dimension of the project helped in focusing on the
Short description of the project widely different situations that can be expected in
terms of the relationship between DL and ML, as well
Preservation and transmission of the unique European as the variety of factors that can have an impact on
cultural heritage cannot be done without supporting the linguistic behaviour of ML speakers.
multilingualism and multiculturalism. Europe is home
to a great diversity of languages and cultures, with its Practical and reusable resources can be found here
incredible mix of supra-national, national, regional and
minority languages, among which there exist not only
the traditional languages of a particular territory, but
also those brought in by migration movements.
There is a strong relationship between multilingualism

and multiculturalism on the one side, and social
cohesion and personal wellbeing on the other.
Appreciation of the value of language diversity is key
to acceptance and inclusion of the other. Researchers
consensually claim that social cohesion can be
developed by strengthening minority languages in an
inclusive way.
pROMise - Preserving Romanes in Adult Education
Project Information Due to the century-lasting social and cultural

stigmatization and discrimination against Roma and
Project coordinator: Jugendstil EV, their language, the use of Romanes as literature
Germany and stage language was prevented. This led to
the conclusion that Romanes could never really be
Project reference: 2018-1-DE02- anchored in education.
KA204-005131
In adult education it plays almost no role at all.
Action type: Strategic Partnerships for With consideration of the fact that the participation
adult education of Roma in education after the obligatory school
decreases relevantly, it gets clear that adult education
Project partners: Ocean Whale
is for many Roma older than 18 years the only
(Bulgaria), Romane Aglonipe e.V.
possibility to educated themselves further, to balance
(Germany), Federatia Etnica pentru
education deficits and – even if late – to participate in
Dezvoltarea Economica a Romilor -
lifelong learning.
FEDER (Romania), Humán Eröforrásért
Egyesület Dél-Alföldi Régió (Hungary), Therefore, this project aimed at preserving Romanes
Panhellenic Federation of Greek Rom in the long run as relevant part of the cultural identity
(Greece), GSI Italia Associazione of Roma and to utilise it for concrete offers of adult
(Italy), National University Library education.
"Sv. Kliment Ohridski" - Bitola
(Macedonia), The Association of The two years Strategic Partnership for the exchange
Research of the History Ethnology of good practice was realised by organisations from
Language Culture and the Social Germany, Bulgaria, Greece, Hungary, Italy, North
Status of the Roma Romano Pros Macedonia and Romania.
periteti Skopje (Macedonia)
Project dates: Sept 2018 – Oct 2020

With 10 to 12 million members, Roma are the biggest
ethnic minority in Europe. Roma do not have their own
land and – with limits – also no national identity. What
unites them beyond borders of the countries they
live in, are their myths, habits and traditions. For the
preserving and further development of their cultural
identity, their language – Romanes – is indispensable.
Until the more recent past, Romanes was mainly only

a spoken and orally inherited language. Unfortunately,
today no successfully standardised Romanes exists.
Besides, it is written in several alphabets – Latin,
Cyrillic and Devanagari.
Despite all that, about 4.5 million Roma living in

Europe speak Romanes. It is recognised in Macedonia
and Kosovo as an official regional language and in
Finland, Sweden, Norway, Germany, Austria, Slovenia,
Hungary and Romania as a minority language.
Erasmus+
The Digital Language Diversity Project
Project Information The key objectives of the project are:

Project coordinator: Consiglio Nazionale ‣ Fostering the notion of digital language diversity
delle Ricerche, Italy and vitality and creating awareness about the
risk facing regional and minority languages of not
Project reference: 2015-1-IT02- being adequately supported from the technological
KA204-015090 point of view. This has been done extensively and
has become (thanks to DLDP) a tenet in the field;
Action type: Strategic Partnerships for ‣ Defining strong, clear and actionable
adult education recommendations about what needs and can be
done for a language “to go digital”: which are the
Project partners: Johannes Gutenberg-
challenges and difficulties, which areas need to
Universitat Mainz (Germany), Karjalan
be addressed first, which tools are available. The
Kielen Seura (Finland), European
recommendations - named “Digital Language
Language Equality Network (France),
Survival Kit” - also contain a tool (the Digital
Elhuyar Fundazioa (Spain)
Language Vitality Scale) for assessing the digital
Project dates: Sept 2015 – Aug 2018 vitality of languages other than those comprised in
the case study.
EC grant: 352,346 EUR ‣ Providing a widely applicable training programme,
targeted to RML speakers to guide them towards
effective production of digital content and in their
languages;
Short description of the project ‣ Laying out an indication for the immediate future,
especially in relation with other projects and
As a cornerstone and valuable cultural heritage of initiatives, with a view to national governments and
Europe, linguistic diversity needs effective measures to EU institutions.
ensure its safeguard and promotion. Any sustainable
policy in this respect cannot ignore the digital world, Practical and reusable resources can be found here
as a prominent context of use of the languages. The
mission of Digital Language Diversity Project was to
advance the sustainability of Europe’s regional and
minority languages in the digital world by empowering
their speakers with awareness, knowledge and abilities
about the actions that can be concretely put in place
to make their languages survive and possibly advance
in the digital context.
The main activities of the project revolved around the

development of a complete methodology for regional
and minority language’s speaker communities for
digital language planning, i.e. for evaluating the digital
needs of a given speakers’ community, assessing the
degree of digital vitality of its language, and then
learning the range of possible actions and activities
that can be put in place according to the identified
level of vitality.
Increasing the language competences of the Roma

national minority - "Better Tomorrow”
Project Information The result of the project has been an innovative web
platform with modules that have content in Roma
Project coordinator: Sportsko učilište on the one hand, and in Croatian, Slovenian, Serbian,
PESG, Croatia Italian and English on the other. The aim of the project
was to provide innovative methods and content for
Project reference: 2020-1-HR01- teaching Roma in the field of language competences.
KA204-077749 Innovation has been achieved through a multilingual
web platform and content created through the
collaboration of all partners. Education at the EU level
adult education
stands out as a major driver of society and innovation
Website: http://better-tomorrow.eu/ and development, which is also recognized by the EU
2020 Strategy, and the development of this platform
Project partners: Udruga Romskog and the use of technology for learning and inclusion
Prijateljstva "LUNA" (Croatia), ROMNI- enabled Roma to strengthen their skills in accessing
Aps (Italy), Udruzenje Romkinja the labour market, thus contributing to their social
(Serbia), Društvo za razvijanje and economic empowerment, which will in turn have
prostovoljnega dela Novo mesto positive effects on society as a whole by reducing the
(Slovenia) unemployment rate.
Project dates: Sept 2020 – Mar 2023 The project consortium brought together experts from
the field of work with Roma, and the synergy in the
EC grant: 163,557 EUR partnership has been ensured by the experience of the
partners, including years of experience in educating
and knowing Roma as a target group: Bayash, Sinti
and other Roma groups - as many as 4 partner
organizations employ Roma native speakers of Romani
Short description of the project language with completed faculties in the languages
The project ˝Better Tomorrow˝ was developed by of partner countries, as they have key knowledge to
partners from 5 European countries engaged in adult create a multilingual platform.
and Roma education with the aim of enabling them To make the project widely available and out of
to acquire knowledge and skills for integration into partnership, the research results and the entire
the local community, with the ultimate employment innovative platform and content were translated into
outcome. The analysis showed that the problem English as well, all of which would be free of charge
in the home countries was the lack of multilingual and accessible on an innovative web platform to be
teaching content in the Roma educational institution. adapted for smartphones as well. Project ˝Better
Strategic partnerships and needs analysis through the Tomorrow˝ contributed to enhancing the language
project created innovative online content for language competences and competences of Roma professionals
teaching for Roma employment. through an innovative approach and education based
on ICT targeting Roma.

3. eTWINNING PROJECTS
© Drazen/stock.adobe.com
46 eTwinning projects
IKEe
Project Information This project allowed students to reaffirm their cultural

and linguistic identity by using one of the two official
Project partners: Collège Maurice Ravel languages of the Basque Autonomous Community,
de St Jean de Luz (France), IES Urbi Euskera, as well as broaden their horizons by working
de Basauri (Spain), IES Paz de Ziganda with students from another country and autonomous
de Villava/Atarrabia (Spain) community with their own dialects and socio-cultural
peculiarities. The identities of the three centres
Website: https://twinspace.etwinning. involved were reinforced by mutual knowledge and
net/124830/home recognition, in addition to guaranteeing the use of
a language, Euskera, which, being basically academic,
Project dates: Sept 2020 – July 2021
is often not the language normally used in the family.
The eTwinning project allowed the creation of a real
communicative situation with specific and attractive
objectives for the students-teachers involved.
Adolescents who participate in eTwinning projects feel
proud of their language and culture, but also see how
their horizons broaden with the use of an encounter
language that allows them to work collaboratively
with other young people with different languages and
cultures. This language of encounter or lingua franca
does not need to be English, French, German or another
language with many speakers. eTwinning projects
can also be developed in minority languages such as
Basque, Galician or Catalan, Welsh, Frisian or Yiddish.
The Collège Maurice Ravel of St Jean de Luz (France),

the IES Urbi de Basauri (Bizkaia) and the IES Paz
de Ziganda de Villava/Atarrabia (Navarra) worked
collaboratively to promote the oral and written use
of Basque in the 2020-21 academic year through
the eTwinning project IKEe (Irakurri, Kontatu, Elkar
e-Zagutuz/ Leer, Contar, Conociéndonos / Lire, Raconter
et Apprendre à se connaitre). Students read 3 books by
Fernando Morillo (Abbadiaren Sekretua; Hiru Istripu eta
amodio bat; Santiago Bidearen Misterioa) to prepare
for the 3 exchanges scheduled for November, March
and May. Throughout the course they analyzed Basque
oral literature and created their own products (verses,
old couplets, poems...) to make a poster and hold
a contest. In December they proceeded to the writing
and exchange of stories, stories, songs, couplets
and cooking recipes typical of the house, city or
environment associated with Christmas. The material
was integrated into a final publication. In February they
wrote the "biography of my grandmother" creating the
magazine "Gure Arbasoak" ("Our ancestors").
Precious Words
Project Information The project sought, in addition to the specific linguistic

content, to promote inter-centre work and put teachers
Project partners: CEIP María Moliner and students in contact as an opportunity to improve
(Spain), CRA Olea (Spain), CRA learning. For this reason, it was decided to carry out
Tastavins (Spain), CEIP Vicente Ferrer an eTwinning project and take advantage of this
(Spain), IES Matarraña (Spain), CRA platform as a meeting area between the centres, work
Matarranya (Spain), IES Baix and dissemination. For now, it has been organized
Matarranya (Spain), CPI Benabarre as a national project with different schools with the
(Spain), CRA Alifara (Spain), CEIP idea of creating a network of teachers committed to
Virgen del Portal (Spain) teamwork and project-based learning and open to new
ways of teaching that can organize future projects
Website: https://innovacioneducativa. with schools of out of Aragon.
aragon.es/paraules-precioses-primer-
proyecto-etwinning-sobre-el-catalan- There has also been a third objective: learning to
de-aragon/ manage collaborative online projects on the eTwinning
platform and taking advantage of new technologies.
Project dates: Sept 2020 – July 2021 In this sense, in addition to recording a video for each
centre using different applications such as Quick,
Powton or Inshot for its editing, an interactive virtual
map with Google Maps has been created with the
Short description of the project videos. Other ICT applications have also been used,
such as Padlet or Google presentation, to make
During the 2020-21 academic year, 10 educational different murals about the participating centres, the
centres in Aragon carried out the eTwinning project activities carried out by all and other complementary
"Paraules Precioses", the first dedicated to researching ones, the assessment of the project, etc.
and enhancing the languages of Aragon, Catalan in
this case. It has been a transversal project open to all Teachers and students rated the experience very
teachers of Catalan expression in Aragon, at all levels satisfactorily, both regarding the internal work
of compulsory school education, (from Early Childhood carried out in each centre and the part of interaction
Education to ESO) that has served to learn to manage with other centres and dissemination to the entire
collaborative online projects on the eTwinning platform educational community. The activity worked on
through practical work. different curricular contents of the subject and the four
communication skills, but it was also very interesting
“Panistre, cucurolla, trapasser, tarrancut, shallow, for promoting the use of mother tongues in all
gruneta, riure, dona-la-hi, salut, riu, diversió, llaminer, registers (oral and written, formal and informal). The
alifara and fillo” were the “Precious words” chosen by project team found it very motivating to meet other
the centres. These are special words of the mother Catalan speakers from Aragon and even from other
tongue of the territory, either because they are a local territories.
lexicon, because they have fallen into disuse, because
they refer to local cultural and heritage values or
because they are linked to the centre's educational
project.
After the research phase, each centre had to choose

a word that represented it, work on its meaning and, as
a product, and record a video about it. Subsequently,
these videos were shared on the platform so that each
centre could see the words of the rest and carry out
complementary activities.
© iStock.com/xavierarnau
Erasmus+
Projects including
regional and
minority languages
as one element
of the project
© Arnéll Koegelenberg/peopleimages.com/stock.adobe.com
1. KEY ACTION 1:
LEARNING MOBILITY OF INDIVIDUALS
© iStock.com/franckreporter
Erasmus+
52 Projects including regional and minority languages as one element of the project — eTwinning projects
1.1. School education staff mobility
Openness through digital methods to the diversity

of European cultures and languages
Project Information The teachers participating in the project were

introduced to a new language, Spanish, through
Project coordinator: École Maternelle structured courses abroad. The mobility took place
Billières, France between July 2020 and July 2022 in different Spanish
cities: Bilbao, Seville, Granada, Gran Canaria, Barcelona
Project reference: 2020-1-FR01- and San Sebastian. They were able to work on different
KA101-078049 notions of grammar and vocabulary, and especially
oral language, giving them the confidence to express
Action type: School education staff
themselves in this language in front of students.
mobility
In parallel with the structured courses, the mobility
Project dates: July 2020 – July 2022 participants made multiple cultural visits (museums,
remarkable parks, historical sites, etc.). At the end of
EC grant: 12,816 EUR the various structured courses, they have reached
an A2 level in this language. They were also able to
discover the specificities of each of the regions visited
(awareness of regional languages such as Basque and
Catalan, local products and customs).
This project enabled the school to establish a real
The school welcomes French students aged 2 to 5 awareness of European languages a nd cultures. Many
from various origins. Certain foreign languages are aspects will need to be enriched over the years to
present at home, but do not often have an echo in the sustainably establish this common culture. The school
school establishment. Moreover, it seemed essential hopes to be able to renew a partnership with the
to make the link between different cultures through Erasmus+ agency very soon to be able to achieve this.
foreign languages, in particular European languages.
This means creating a common culture and instilling
a sense of belonging to the European community.
The teaching team therefore wanted to develop new
language, cultural and digital skills to achieve this, and
thus improve and sustain the teaching of European
languages and cultures in the school.
The project aimed to develop or improve teachers’

cultural and linguistic skills to offer students diversified
activities around European languages and cultures.
European training for sa Blanca Dona II
Project Information They were mainly teacher mobility activities consisting

of training and job shadowing activities lasting
Project coordinator: Instituto de approximately 5 to 7 days (plus 1 day for travel), and
Enseñanza Secundaria sa Blanca that were carried out in different European countries
Dona, Spain according to the activities described in the proposal.
Project reference: 2020-1-ES01- The teachers improved their linguistic and learning-
KA101-079969 teaching practice. This had a positive influence when
developing the school curricula from this new point of
Action type: School education staff view.
mobility
The implementation in the classroom of the contents,
Project dates: Dec 2020 – Dec 2021 techniques and teaching methodologies newly learnt
improved the academic results of students and the
EC grant: 16,782 EUR working environment

The project aimed to achieve the following goals:
improve the capacity to organise and manage
the school, providing a European dimension which
is necessary in the social context and improve
pedagogical skills of teachers through training
courses in the field of their speciality or general field.
It included interdisciplinary teaching projects (Biology
and Geology and Geography and History) and language
integrated projects (Spanish, Catalan and English).
The programme was mainly addressed to sixteen

permanent teachers in our building, all of them
involved in improvement in different areas: the
management and organisation of the school, inclusive
education, classroom management, project-based
learning, and other pedagogical methodologies.
Erasmus+
Enabling education and employment in networked Europe

through improvement of non-native language and digital
proficiencies
Project Information develops the communicative competence. Being both

English as foreign language teachers and committed
Project coordinator: Gymnasium mediators within our Europe-orientated school profile
Arnoldinum Europaschule, Germany by organising pupils’ exchange and excursions within
Europe, internship placements in European countries,
Project reference: 2020-1-DE03- participating in European competitions, preparing
KA101-076706 students for language certificates, etc. the project
was understood as a matchless opportunity to foster
Action type: School education staff
the students’ foreign language skills by implementing
mobility
CLIL-concepts in on-site courses in Ireland and France.
Project dates: June 2020 – Mar 2023 The aim was to develop fluency and accuracy in
English and French by involving collaborative practice
EC grant: 17,528 EUR and innovation enhancement for subject teachers to
integrate CLIL methodology in their own classroom
practice.
The second main aspect of this project followed the

Short description of the project idea of strengthening the teachers’ and students’
Information and Communication Technologies (ICT)
The ability to speak foreign languages, especially to finally become more autonomous learners in
English, and getting connected on a digital level are a modern and digitally dominated Europe. Two other
fundamental skills for young Europeans. Those skills highly motivated colleagues were therefore involved
enable unambiguous communication in a linguistically in this skill enhancement project, an informatician
diverse Europe and support personal and professional and a mathematician. Their aim was to become
and personal fulfilment. For a European school, these more autonomous teachers in a modern and digitally
are indispensable tools promoting crucial European dominated Europe by attending skill enhancement
values among students from different European courses. Specific teacher ICT courses included
countries. The project aimed to develop of students´ 'Integration ICT into Classroom', which took place in
speaking and communicative competences. It aimed Italy; as well as a 'Web 2.0 in the Mathematics', which
to foster a positive attitude towards long-life learning took place in Greece. The purpose of these courses
and encourages students to take action in intercultural was to introduce teachers, educators and school staff
exchange that shapes Europe’s social future. to fundamentals of using technology in the classroom
and to prepare them for future classrooms. The
As technological systems have become indispensable
educational emphasis was on new tools and activities
means of human communication, the project also
as well as innovative methods assist teachers to
focused on innovation of technological capacities. By
develop foundational skills using a foreign language as
learning to prevent malicious cyber activities, hybrid
an additional tool being at the basis of this project.
threats and disinformation, the project took part in
helping Europe being a place where people feel free There were also two job shadowing mobilities in
and safe and defending fundamental rights and Spain and Ireland, which provided the opportunity to
freedom. enhance our experience through first hand peer-led
learning. A bilingual secondary school in Spain mainly
Out of a team of seven colleagues, four to took part in
teaching in Spanish and Catalan, but also learning
Erasmus+ mobilities.
English as a foreign language, was chosen. in addition,
Two colleagues concentrated on the improvement an Irish school was job-shadowed to gain insights
of language skills among students as it is one of the incorporating Irish Gaelic and English, while also
most important priorities in EU by getting more familiar serving as an example of innovative employment of
with innovative teaching concepts such as Content new technologies.
and Language Integrated Learning (CLIL) as it includes
both a task-based and a content-based approach and
1.2. Short-term projects for mobility of learners and staff in school education
We want to develop
Project Information The key objectives are to:

Project coordinator: Gymnázium ‣ Increase of the language skill of the nature
Joachima Barranda, Czechia sciences teachers;
‣ Introduction of the foreign languages in the nature
Project reference: 2022-1-CZ01-KA122- sciences teaching;
SCH-000069780
‣ Introduction of the workshop "Basics of Catalan";
Action type: Short-term projects for ‣ Start of the eTwinning project.
school education The main activities of the project are:
Website: www.gymberoun.cz ‣ English language course in Amsterdam for 4
teachers
Project dates: June 2022 – Nov 2023 ‣ Spanish language course in Alicante for 3 teachers
EC grant: 18,540 EUR ‣ Catalan language course in Alicante for 1 teacher

The school coordinating this project has more than
one hundred years tradition, however it has always
been a modern educational centre. The school aims
for teachers to work on themselves and motivate the
students.
Erasmus+
Internationalisation experiences
Project Information Digital presentation and explanation about the

school’s experience with project work. Democratic
Project coordinator: CPI Eusebio Lorenzo participation and the creation of civic values.
Baleirón, Spain Presentation of our “Reading Time” and other library
activities, school magazine (diversity, inclusion,
Project reference: 2022-1-ES01-KA122- global warming, animal abuse, gender violence and
SCH-000076965 democratic thinking). Brief presentation about the
school’s campaigns to promote sustainability (school
orchard, nearby natural environment, fighting against
animal abuse). Displaying of music videos created with
school education
the collaboration of different didactic departments
Website: https://www.edu.xunta.gal/ (social, civic and democratic competences, digital
centros/cpilorenzobaleiron/ work and project work). Information about the Galician
educational system comparing it to the educational
Project dates: June 2022 – June 2023 system of the visited foreign country. Visibility to all
the activities carried out in the school through social
EC grant: 26,546 EUR networks, the school web and other means of the
entire virtual community. Fluent communication with
the foreign partners and teachers getting in touch in
the future.
The key objectives were to:
This project was designed to offer students and ‣ Enhance cultural diversity giving value to cultures
teachers the opportunity to increase their expectations that have their own minority language, avoiding
for present and future educational and professional exclusion from rural and peripheral areas in Europe;
success improving their foreign language skills. To
inculcate values related to inclusion and diversity and ‣ Improve the schoolwork based on projects;
the participation in democratic life, acquiring common ‣ Provide future options of training and employment
values and civic engagement, as well as being aware and to provide work benefits and new
of problems having to do with the environment and opportunities;
fighting against climate change (sustainability) and to ‣ Demonstrate concern for the protection of the
improve the skills of students and teachers in terms of environment, nature and animals.
digital transformation (digital development).
Looking for James Rice: Environmental practices for

a better future
Project Information Three mobilities were carried out to each of the sites
of the centres belonging to the project. It was be
Project coordinator: Faithlegg NS, preceded by a preparatory visit to a city that allowed
Ireland the greatest sustainability of the trip. The activities
were focused on three themes: knowledge of the
Project reference: 2021-1-IE01-KA122- Jacobean route and what it means as a European
SCH-000019024 cultural itinerary; diagnosis of the health of a river
and the dissemination of proposals for action;
knowledge of new technological tools that allow the
dissemination of content. Independently, there will
school education
be activities that will allow the transmission of good
Website: faithleggschool.com practices among teachers.
Project dates: Sept 2021 – June 2022 The journey of James Rice in the 15th century was
recreated, the two times he made the Camino de
EC grant: 28,510 EUR Santiago and passed through the areas where the
centres are located (Waterford, Brest and Sigüeiro).
The common elements of these areas, especially the
rivers that cross these places, were found to allow the
school to improve language skills (in English, French
Short description of the project and Spanish). It will also be important to enhance
the value of Galician and Gaelic. The project also got
The project "Looking for James Rice. Environmental students to improve their environmental awareness
practices for a better future" aimed to give small and to discover what James Rice's historical
answers to some of the most important challenges environment was like. New technological tools were
that European citizens face: the knowledge of their used for the dissemination of these products in Virtual
common heritage, the digital challenge and the or Augmented Reality, as well as the use of podcasts
alternatives to climate change. The school is in or the different ways of embedding images in social
a process of modernisation through training and this networks.
project aimed to contribute in this way. The Way of St.
James is the recognition of cultural richness and of
European social and human values. Taking advantage
of the figure of James Rice is the pretext to build
bridges with other institutions that make the school
improve and allow the professional improvement of
teachers and the development of linguistic and digital
skills of students. In addition, the school intended want
to take advantage of the natural wealth common to
the three centres that were part of the project, the
rivers, to analyse and make proposals for improvement
in the environmental field.
Erasmus+
Historical app of the city
Project Information A mobile application was generated and accessed

with QR codes designed by computer programmes
Project coordinator: Salesianos Deusto and 3D printed. With the help of the application the
Mª Auxiliadora - San Juan, Spain transformation of Bilbao will be analysed by taking
as a reference different points of the city and locating
Project reference: 2021-1-ES01-KA122- an access code in each of them. A mobility was
SCH-000014812 carried out with six students to Essen to work on the
translation of texts in Basque and Spanish into English,
German and French. In these mobilities, the oral part
of the languages was enhanced and the recordings
school education
that will be inserted in the app Essen were prepared to
Website: www.salesianosdeusto.com teach students about how to bring about a green city
(Green city 2017).
Project dates: Oct 2021 – Apr 2023
The students were expected to know the causes
EC grant: 11,400 EUR for Bilbao’s transformation, to be aware of the hard
times lived by past generations and how things
have changed to the society they currently live in.
The project aimed to merge history and social and
environmental responsibility of young people with new
Short description of the project technologies and to open up the city and its context to
youngsters in Europe.
The project team’s main objective was to meet
the needs of their students in the oral part of the
languages they study (German, French) in addition to
promoting the use of a minority language which is the
base of their academic education, but which does not
arouse any interest in them because they do not see
any direct application in their daily lives (Basque). All
this was carried out with the help of new technologies
to raise their awareness about the fact that they are
not only useful in their free time, but also may be used
to generate many interesting materials encouraging
their entrepreneurial spirit (a mobile app is created to
be opened by means of a 3D printed QR code). The
aim of the project was to reflect the changes that the
city of Bilbao has undergone in recent years, working
on topics such as terrorism, industrial history and
environmental awareness and how the city follows
sustainable, environmentally and socially responsible
guidelines.
Towards a green digital future
Project Information The 1st mobility in Italy included visits to places of

environmental interest where students can study
Project coordinator: 7th Experimental about climate change on buildings and ecosystems,
High School of Trikala, Greece to hydroponic cultivations and to places with
monuments of European cultural heritage. The 2nd
Project reference: 2021-1-EL01-KA122- mobility to Spain included visits to a glass recycling
SCH-000020587 factory, a company of renewable energy sources
and a hydroelectric station. In addition, there were
lectures about the importance of the Basque language,
activities for the creation of mobile applications and
school education
visits to places of cultural interest. The 3rd mobility in
Website: http://7gym-trikal.tri.sch.gr Lithuania included lectures and workshops on digital
tools and communication platforms, safety on the
Project dates: Dec 2021 – May 2023 internet, best safety practices for e-mail and chat, web
sources, share filing and the creation of multimedia
EC grant: 33,072 EUR material.

This project aimed to help students develop their
environmental awareness while enhancing their digital
skills in a world that accepts diversity. It was hoped
that the students would understand the importance
of sustainability, the protection of the environment
and the causes and consequences of climate change
so that they can contribute to its damage control.
Moreover, the project aimed to improve students’
digital competences through the use of digital tools,
their familiarisation with safety on the Internet and
their training in STEM activities. Besides, the project
aimed to help students realise the significance
of integration and polymorphy as they are a pool
of talent. Finally, the project intended to improve
students' performance while they acquire a European
identity, they become familiar with the European
culture and they create strong bonds with their
European peers.
Erasmus+
A wealth of diversity
Project Information By pairing up class teachers and subject teachers

within these mobility activities and courses, the
Project coordinator: Osnovna škola teachers received the necessary support for project
Pećine Rijeka, Croatia implementation (improving language skills, improving
digital competencies, overcoming the fear of new
Project reference: 2022-1-HR01- and/or unknown). A two-day job shadowing was also
KA122-SCH-000079861 planned with an Austrian elementary school with which
the school has already established a collaboration.
Student activities included workshops and creative
expression through art and digital technologies,
school education
with a working plan on implementation of new and
Website: http://os-pecine-ri.skole.hr/ innovative methods for encouraging multicultural
awareness and inclusion.
Project dates: June 2022 – May 2023
Some of the measurable results were: teachers’
EC grant: 23,075 EUR increased readiness to participate in international
projects; an increased number of professional
development plans for each teacher and an increase in
the number of teachers using the eTwinning platform;
improved language skills and digital competencies
Short description of the project for both students and teachers; permanent
implementation of innovative methos (in areas
Even though ES Pećine does not have any experience of creativity, artistic expression and gamification);
in Erasmus+ projects, it strongly recognises its value higher awareness of the culture of dialogue and
and importance. All the necessary preparations tolerance in order to reach a higher level of inclusion
have been made (organisational analysis, European and prevention of peer violence and discrimination;
Development Plan, SWOT analysis, defined strategic a higher number of enrolled students and a long-term
objectives and school needs), the school staff has been sustainability of the school; a schedule of student work
rejuvenated and intrinsically motivated. The school presentations through creative and digital activities;
does have considerable experience in international project themed closing ceremony; increased publicity
partnerships through the programmes of early due to European Capital of Culture 2020. and already
English language learning and nurturing of Slovenian established school brands such as popular individuals,
language, as a minority language (Model C learning). long lasting tradition, Centre for the visually impaired
The teaching staff also possesses considerable children, etc.
experience working with SEN students, both within
the regular school programme and through the
collaboration with the Centre and the First Library for
Visually Impaired Children.
Activities planned during the project included teacher

mobility across structured courses within EU with
appropriate outcome correspondence to this project.
IES Benigasló: new learning in the face of new

educational challenges
Project Information Three mobility activities took place:

Project coordinator: Institut D’Educació ‣ "Milos Crnjanski" (Serbian): This mobility aims to
Secundaria Benigasló, Spain work on the 1st & 2nd objectives. They educate
students with special educational needs in
Project reference: 2022-1-ES01-KA122- a regular school program, with methods for the
SCH-000073656 development of multidimensional skills;
‣ “Szegedi Deák Ferenc Gimnázium” (Hungary): It’s
Action type: Short-term projects for a fully accessible centre that educates students
mobility of learners and staff in with different disabilities. They study minority
school education languages, like Hungarian, with the intention to
protect it and, finally, it is a bilingual centre in
Website: https://portal.edu.gva.es/
English;
iesbenigaslo/
‣ Liceul Teoretic "William Shakespeare" (Romania):
Project dates: Sept 2022 – Aug 2023 They could offer experience with teaching -
learning methodologies to teach non-linguistic
EC grant: 8,664 EUR subjects in English (non-mother tongue). This
activity demonstrated how they reduce the
situations in which students face different learning
difficulties with different inclusive measures.
Short description of the project The school is committed to inclusion and to achieve
the maximum grade of inclusion for all students. Its
The High School, IES Benigasló, requested this
core policy is also to work for a complete training
project after realising that the possibility of observing
and to have an attention to diversity. However, the
successful educational practices in different fields
school aims to improve teachers’ mobility to know
among other European schools with the same
other ways to inclusion with success in other European
educational levels could be highly interesting
countries. On the other hand, in the context of having
and rewarding for the school and the students. At
two co-official languages, it has been observed that
a normative level, Spanish and Valencian Law give
the minority one is disappearing in social uses among
the schools, with regards to organisation, a great level
young people. The project therefore also aims to
of freedom to follow their educational idiosyncrasies
know other European countries with similar situations
when considering the best teaching-learning options
and see other methodologies to recover the minority
for the students. The school decided to focus on the
language. In the end, the school has the important
most important needs: inclusion, the teaching process
need to learn, to know other methodologies to teach
of minority languages and plurilingualism.
non-linguistic subjects in English.
Erasmus+
Harry Potter and a new future
Project Information The activities were:

Project coordinator: IES Port d'Alcúdia, ‣ “English for teachers”, English matters, Dublin
Spain (6 teachers);
‣ Discover the 7Cs: Learning for Life (and Work)
Project reference: 2022-1-ES01-KA122- in the 21st Century, Europass academy, Nice
SCH-000074521 (2 teachers);
Action type: Short-term projects for ‣ Deep Democracy: How to Manage Conflicts
mobility of learners and staff in Building a Strong Classroom Culture, Europass
school education academy, Athens (2 teachers);
‣ Learning by observation in a European centre
Website: www.iesportdalcudia.org where the key competences are worked on
(2 teachers);
Project dates: July 2022 – Dec 2023
‣ Observational learning in Radviliskis Vaizgantas,
EC grant: 36,696 EUR Lithuania (2 teachers);
‣ Invited expert: a teacher from the Osterskov
Efterskole school, Denmark
‣ Mobility with students in a centre in Italy
Short description of the project (4 students and 2 teachers);
The centre participated in three previous Erasmus ‣ Mobility with students in Osterskov Efterskole,
projects, which contributed to transforming and Denmark (4 students and 2 teachers);
improving the centre. However, most of the members ‣ Mobility with students (4 students and 2 teachers).
of staff decided to apply for a new Erasmus+ Project
to improve methods of teaching and assessment using It was expected for teachers to be trained in key
key competences. Moreover, the students also need to competences to improve the learning and assessment
improve, above all, three key competences: linguistic system in the centre and to adapt to the new
competence, digital competence and citizenship current educational law. In addition, the project was
competence. Therefore, the design of this project was expected to have a positive impact on the students,
already competence-based so that it could help the improving their linguistic competence, both oral and
centre achieve its objectives. By the end of the project, written, in Spanish, Catalan and English. Moreover,
it was hoped that the centre could implement what it was intended for students to improve their digital
was learnt from the new project together with what competence, making a responsible and balanced
was already known about competences. use of all electronic devices. Finally, students were
also expected to be able to improve their citizenship
competence, focusing on the defence of democratic,
European and environmental values.
1.3. Adult education staff mobility
Guaranteeing the Observation in Language Learning:

methodology, mediation and inclusion in a multicultural
and multilingual environment
Project Information Due to the variety and diversity present in the school,
they endeavoured to design this project to help
Project coordinator: Escola Oficial de achieve the necessary training and improve teaching
Idiomas de Lugo, Spain and cater for this diversity through the following
objectives:
Project reference: 2020-1-ES01-
KA104-080941 ‣ Acquire new dynamic and motivating
methodological strategies;
Action type: Adult education staff ‣ Refresh language competence in the languages are
mobility taught in a real environment;
Website: https://erasmuspluseoilugo. ‣ Understand what it is to teach mediation and how
wordpress.com/ to assess this skill;
‣ Improve the measures regarding students with
Project dates: Sept 2020 – Aug 2022 specific needs;
EC grant: 14,457 EUR ‣ Learn about inclusive strategies for foreign
students;
‣ Observe and learn new strategies to prevent
students from dropping out;
Short description of the project ‣ Foster the exchange of European cultural
differences and promote internationalisation.
The school involved in this project is situated in the city
of Lugo, in the north-west of Spain, in the autonomous All the destination institutions that were chosen
region of Galicia. This city, of Roman origin, is the focused on adult students and provided the school
oldest in Galicia and the fourth most populous, with with the information and training required. Quality
nearly 100,000 inhabitants. standards were raised, which gave the school more
prestige that makes it appealing to learners of
The institution is a state Language School in which different environments and those students, many of
anyone over the age of 14 is welcome to study foreign whom are professionals in Lugo’s business field, will
languages as well as Galician, the region’s language. contribute to making the economy thrive. Moreover,
It has enrolment numbers over 2000 students of the teachers of different academic levels at the
all ages, different educational, professional and school brought into their own schools the creativity
cultural backgrounds and in some cases, students and knowledge that were shared with them. In this
with special needs. A large part of these students are way, the children and youth of the area will have the
local professionals as well as primary and secondary opportunity to become multilingual.
school teachers who want to start learning a language
or improve their language competence. For this, the To sum up, the European dimension of this project
school offers the official courses and those offered by helped to make the school a cultural axis in the
the Continuous Professional Training Institution for province.
Teachers (CFR), which are also taught by the staff of
the school of languages.
Erasmus+
Towards educational excellence at the Ponferrada EOI:

management, teaching approach and cultural interaction
Project Information The objectives were to:

Project coordinator: Escuela Oficial de ‣ motivate the citizens to learn foreign languages
Idiomas de Ponferrada, Spain throughout life;
‣ implement new management and leadership
Project reference: 2020-1-ES01- models to optimise the available human and
KA104-080305 material resources;
Action type: Adult education staff ‣ create effective work environments that favour the
mobility achievement of the objectives of the school;
‣ promote skills that favour resolving capacity,
Website: http://eoiponferrada.centros. communication, negotiation and interaction;
educa.jcyl.es/sitio/index.cgi?wid_
seccion=47
‣ improve student self-esteem to avoid early
abandonment by encouraging their motivation
Project dates: Dec 2020 – Dec 2022 through art and teamwork, especially when
enrolled in small groups or minority languages;
EC grant: 13,110 EUR ‣ apply active methodologies implemented through
flexible learning spaces and the use of mobile
devices in the classroom;
‣ know actions that promote intercultural dialogue
Short description of the project that can be implemented in our school, to favour
the socio-cultural enhancement of our centre and
The centre is a state school where young people and its surroundings.
adults can learn German, French, Galician, English,
Italian and Portuguese. It participated for the first The project resulted in an improvement of
time in the KA104 Erasmus+ programme in the management and leadership in the centre, which had
2019 call with the project “Creating new educational a positive impact on the work environment and greater
environments in the Ponferrada EOI”. This excellent satisfaction of the educational community. Academic
experience, in which 4 teachers participated, results also improved because motivation increased
encouraged the centre to prepare a new project. using innovative methodologies.
The new internationalisation group was formed by
6 teachers from the French, English and Portuguese The centre will continue moving towards educational
departments, who were all dynamic, innovative excellence and increase its European dimension, which
and committed people with extensive experience in will facilitate new cooperation projects. This situation
teaching languages. had a positive impact on the entire educational
community and, in the longer term, nationally and
The final aim of the project was to achieve educational internationally thanks to greater visibility of the centre
excellence focusing on three pillars: the improvement in Europe. It was also hoped that this experience would
of the organisation and management, the didactic inspire to reverse the current economic situation,
and methodological renewal and the revitalisation of help revitalise the life of the region, promote greater
cultural interaction. knowledge of European values a nd, consequently,
a greater awareness of the importance of a united
Europe.
Expanding Horizons: Learning and Putting into Practice
Project Information The project aimed to expand the centre’s horizons and
get a different and more specific training. CEPA Zella
Project coordinator: CEPA Zalla HHI, intended to participate in the Erasmus + programme
Spain through doing a “Job shadowing” experience for about
2- 3 weeks in countries with more experience in this
Project reference: 2020-1-ES01- area. Two teachers were chosen to participate directly
KA104-079206 in the two “job shadowing” experiences, since both
had the communicative competence to make the best
Action type: Adult education staff
out of it. Moreover, they would have the chance to
mobility
improve their foreign language level while they enjoy
Website: https://epazalla.hezkuntza. their experience abroad too. The rest of the teachers,
net/es/inicio1 management team and students would also benefit,
because the teachers participating in this programme
Project dates: Dec 2020 – June 2022 agreed to share all the “best practices” and discuss all
of them together to put them into practice.
EC grant: 4,991 EUR

The Adult Training Centre, known as CEPA, is in Zalla
and in four other little villages around it, all of them
not too far away from Bilbao city. It is a 30-year-old
Public Centre, open to any adult with the desire of
putting into practice their right of “lifelong learning”.
In this second chance type of centre, adults can
study pure academic courses with the aim of getting
a diploma as well as more artistic, humanistic or
further training (languages, ICT, etc.).
Due to the increase of the migrant movement, the

CEPA Zalla has become one of the centres where many
illiterate immigrants come to learn how to read write
and interact in the region’s two official languages:
Spanish and Basque. Nowadays, students come from
all over the world: women and men with higher or
lower academic training with the desire of learning
and getting involved in the local culture and society.
The fact that these students are immersed in classes
with local students has become a real challenge for
the centre, as well as for teachers, counsellors and the
management team.
Erasmus+
1.4. Short-term projects for mobility of staff in adult education
Berbili - Music as a link between displaced Arbanas
Project Information The project involved other Albanian minorities from

Italy and Bulgaria. The research covered social and
Project coordinator: Kulturno-umjetnička cultural contexts through music as a tool for preserving
udruga “Vicko Zmajević” Zadar- language and cultural heritage. Mobility enabled
Arbanasi, Croatia participants to compare music and tradition and
to form a platform for a new world - music project
Project reference: 2021-1-HR01- that will include new arrangements and ensembles.
KA122-ADU-000018268 It was predicted to start a collaboration with local
artists to conduct a concert and lectures to exchange
experiences about Arbanasi heritage in different
mobility of staff in adult education
countries and to develop new music content.
Project dates: Sept 2021 – Dec 2022
EC grant: 6,460 EUR

The Vicko Zmajević Association provides different
programmes and attracts various participants
interested in preserving the language, music and
traditions of the Zadar Arbanasi community. To
preserve this heritage, it is important to attract
the interest of younger people. The project of
contemporary arrangement of traditional music in the
Arbanasi language managed to do this. Namely, the
earlier ethnomusicological project Bërbili, by ensemble
Dina and Mel, included many years of research and
exchange of knowledge about the cultural heritage of
the Zadar Arbanasi with an emphasis on music. The
intention was to expand this research and put it in an
international context, thus increasing the base of music
history and language of Arbanasi, facilitate the transfer
of knowledge and contribute to the preservation of the
language, transferring it to young people.
The project was an extension of previous work aimed

to preserve the traditional music of Arbanasi (Albanian
minority) in Croatia. lt involved other Albanian
minorities, Italian Arbereshe music as well as music
of Albanian communities in Bulgaria. The research
covered social and cultural contexts through music as
a tool for preserving language and cultural heritage.
The project involved observing and participating in
music-making as well as presenting own project and
historical research.
2. KEY ACTION 2:
COOPERATION AMONG ORGANISATIONS
AND INSTITUTIONS
© Krakenimages.com/stock.adobe.com
Erasmus+
68 Projects including regional and minority languages as one element of the project — Key Action 2: Cooperation among organisations and institutions
2.1. School exchange partnerships
United in Diversity: Language and Culture as the

Fundament of European Identity
Project Information The partner schools would develop a common

curriculum covering a wide range of topics. These
Project coordinator: Graz International topics would be prepared and implemented in
Bilingual School (GIBS), Austria regular teaching in the respective schools. Progress,
opinions and outcome would be shared online via
Project reference: 2020-1-AT01- e-twinning, documented on social media, collected and
KA229-078138 summarized during the exchange in Graz. The project's
results would be presented by students and teachers in
Action type: School exchange
an information fair during Europe Week in May as well
partnerships
as on the respective school homepages’ yearbooks.
Website: https://www.gibs.at/courses/
erasmus/
Project partners: Estudio Agora SAU

(Spain), Fundación Legarra Etxebeste
(Spain), Lycée René Descartes
(France), Colegio Compañía de María
de San Fernando (Spain)

In this school exchange project, the partner schools
in Catalonia, the Basque Country, Andalusia, Brittany
and Styria were all located in regions rich with cultural
heritage: linguistic varieties, history, art, dance, music,
food and social values. The project team wanted
the students, aged 14-17, to encounter the variety
of these regions’ local traditions and cultural habits.
Learning about them was essential, but to experience
them first-hand would promote the development
of a European identity: during the mutual exchange
students would find out similarities and disparities
among them. They would discover that cultural traits
and differences contribute to a colourful, enriching and
diverse European society, while joint values and shared
opinions and common interests make it cohesive and
strong.
Historical Places Build Relations
Project Information There would also be a project included called 'News

of the month' in which students would pick a political
Project coordinator: Goethe Gymnasium topic and explain its background and relevance
Gaggenau, Germany within their own country and its consequence for the
European Union. On a more entertaining level, the
Project reference: 2020-1-DE03- same exchange would be conducted via “Kahoot”
KA229-077141 quizzes, which would be supervised by Agrupamento
de Escolas de Carregal do Sal, Portugal. During these
Action type: School exchange
exchanges, the students would get to know each other
partnerships
and their region better.
Project partners: Mutriku BHI (Spain),
The project results planned were: a logo competition;
Agrupamento de Escolas de Carregal
a shared homepage that all participating student
do Sal (Portugal), Istituto di Istruzione
groups would keep updated; a 'European' board game
Superiore G. Minzoni - Giugliano in
(e.g. memory with pictures of local historical places
Campania (Italy), IES Padre Isla
of all participating schools); a T-shirt project; regular
(Spain), Agrupamento de Escolas de
surveys/polls (public and internal) to see how far the
Celeirós (Portugal)
project idea has spread within the school and local
Project dates: Sept 2020 – Sept 2022 community; a recipe book (e.g. 'Our common table')
including recipes intensively tested at the regular
EC grant: 184,790 EUR 'European Table Festival’ at the partner visits. The
project would also focus on European languages and
their roots, their role within the EU, common roots,
etc. This would involve planning a quiz (e.g. historical
semantics) planned and conducted by the students
Short description of the project in the schools and the hometowns. This would be
especially interesting as partner school Mutriku BHI,
The project 'Historical Places Build Relations' sought Spain, located in the Basque country, would have
to mediate between European students from different people trying to keep the Basque language alive in
European cultures and backgrounds. Watching events like “Korrikas”.
discrimination and racism throughout Europe even
within the younger generation, the project team
determined that bringing different cultures together
at a young age, focusing on common history and
possible common roots, might bring about a change
in their attitude. The hope was to raise the students’
awareness of this ‘sameness’ while researching for the
different projects and, at the same time, to trigger their
awareness of the ‘otherness’ being a great value that
they should appreciate.
It was decided to start with an introduction video (first

presentation of school/town/region) so all the partners
could get to know the other partners and the region
they were from. This would ideally already include
typical cultural and regional events. Furthermore, the
project would establish eTwinning as a common tool
to set up constant contact and exchange of ideas.
As Jorge Cidade from Agrupamento de Escolas de
Celeirós, Portugal, had already gained experience with
eTwinning, he had already set up the eTwinning group
and would be responsible for its update.
Erasmus+
2.2. Cooperation partnerships in school education
Promoting language portfolios – a digital journey
Project Information It also facilitates family/teacher interaction and raises

awareness among teachers of all disciplines about the
Project coordinator: GIP FIPAG, France challenges of multiculturality.
Project reference: 2021-1-FR01-KA220- The health crisis and the modalities of implementation
SCH-000027795 of pedagogical continuity have accelerated
awareness of the usefulness of the digital to reach
Action type: Cooperation partnerships fragile populations, prone to school dropout and
in school education exclusion, and more generally those that make
up the educational communities (pupils, teachers,
Project partners: Arteveldehogeschool
staff, parents). The context is therefore conducive
(Belgium), Université Claude Bernard
to the invention of new tools, whose usefulness
Lyon 1 (France), D'Une Langue
will be quickly perceived, especially when they are
A L'Autre (France), Universidade de
accompanied by a robust training path to accompany
Aveiro (Portugal), Rectorat de Lyon
the change in the practices of all those involved in
(France), Regione Autonoma Valle
education.
d'Aosta (Italy), Aristotelio
Panepistimio Thessalonikis (Greece) The main objective of this project is to ensure
a better consideration, appreciation and promotion of
Project dates: Nov 2021 – Oct 2024 multilingual profiles in the school area, so that they
are perceived and considered not only as a wealth
and a resource, but also as adding value through
diversity of languages present in the environment of
monolingual children. This project will emphasize the
role and importance of intercultural mediation skills:
Short description of the project the ability to switch from one language to another,
to translate concepts by articulating one’s knowledge
While the acquisition of multilingual (linguistic and of two (or more) cultural systems, and adaptability to
social) skills is increasingly recognized as a competitive a multilingual environment. In the long term, partner
advantage as well as a means of strengthening social countries see the development of the application as an
cohesion, it is becoming strategic to acquire effective opportunity to respond to school challenges (mobility,
resources by exploiting the new possibilities offered by multiculturality, inclusion, self-confidence and school)
digital technology. and to strengthen citizenship education.
This is one of the tools that this project intends to
develop. Indeed, it is an aim of this project to complete
the modernization of an already existing tool that has
proven to be very useful - the European Language
Portfolio (ELP) - by offering a new digital dimension
to make it more accessible, sustainable, fun and
interactive.
The portfolio approach complements traditional

assessments and certifications by recognising
multilingual skills, including languages not taught in
class (regional, minority, sign). The student plays a role
in their journey by seeking the skills of self-assessment
(in addition to euro pass) and micro-certification.
2.3. Strategic Partnerships for school education
Kamilala: a creative project for social inclusion open

to languages and cultures
Project Information The association DULALA has developed various

educational tools including the multilingual Kamishibaï.
Project coordinator: D'Une Langue The expected results were an improvement in
A L'Autre, France school climates and in the well-being of children,
increased motivation for learning in general, easier
Project reference: 2019-1-FR01- communication between parents and educational
KA201-062903 structures, greater tolerance and inclusion with regard
to social, cultural and linguistic diversity.
school education The creation of a multilingual Kamishibai is a group
project involving multiple artistic practices, languages
Website: https://kamilala.org/
and knowledge that are sometimes ignored in the
Project partners: Université Paris 8 educational structure. Children develop their language
Vincennes-Saint-Denis (France), skills in the language spoken in school and experience
Aristotelio Panepistimio Thessalonikis intercomprehension and otherness through the
(Greece), Universidade de Aveiro discovery of other languages and therefore other
(Portugal), Regione Autonoma Valle visions of the world.
d'Aosta (Italy) From 2018, the Kamishibaï competition was extended
to other territories by educational actors federated
by the KAMILALA network, including the universities
EC grant: 316,750 EUR of Aveiro and A. of Thessaloniki as well as the
autonomous region of the Aosta Valley. The Aosta
Valley has in particular testified to the situation
of a bilingual education system. The Erasmus+
KAMILALA project has made it possible to strengthen
Short description of the project collaboration between partners and produce common
tools adapted to different European contexts.
Societies today are increasingly multilingual and
multilingualism as a skill is valued throughout Europe. Practical and reusable resources can be found here
However, not all languages benefit from the same
promotion, since some are considered more useful
than others. The consideration of first languages,
particularly in the context of migration, remains
an invisible and poorly treated subject. “Unhappy
bilingual” children, whose first language is devalued,
denied, sometimes even persecuted, apprehend
language as a conflicting domain of which they are,
from birth, the losers. They are then exposed to
"linguistic insecurity", being ashamed of themselves,
a poor relationship with the language of schooling
perceived as arrogant and coercive and, more
generally, a poor relationship with language, school,
and school results.
Erasmus+
2.4. Strategic Partnerships for higher education
European Network for Junior Researchers in the Field of

Plurilingualism and Education
Project Information European societies of today are characterised

by a growing diversity of languages, cultural
Project coordinator: Humboldt- preferences and backgrounds, as well as by dynamic
Universität zu Berlin, Germany shifts regarding socioeconomic opportunities and
participation. Education towards plurilingualism,
Project reference: 2018-1-DE01- therefore, is at the very heart of European integration,
KA203-004253 and it is closely linked with the strife for socioeconomic
well-being and political and cultural equity. If seen
against this scene, it seems rather timely that the
higher education
field of foreign language education will shed its widely
Project partners: Universität Siegen monolingual character: Foreign language education
(Germany), The University of Exeter has mostly remained an issue of national cultures,
(United Kingdom), Tallinn national research traditions and national educational
University(Estonia), Universitat systems. The notion of teaching different languages as
Ramon Llull Fundació (Spain), İstanbul single and separate systems is largely unquestioned
Üniversitesi (Türkiye), Johann as are local language teaching policies and practices.
Wolfgang Goethe-Universität Junior researchers who enter the field at the early
Frankfurt am Main (Germany), stages of their careers find it in a paradoxically
Stichting Fryske Akademy (The monolingual state.
Netherlands), Université Sorbonne
The ENROPE project operated at the interface of
Nouvelle-Paris III (France)
language education research, language teaching and
Project dates: Sept 2018 – Aug 2021 professional development. Its key objective was to
encourage educational researchers and, vice-versa,
EC grant: 350,375.5 EUR educators with an interest in research to develop
a more plurilingual mind-set as well as a professional
habitus that reflects language education research and
teaching in the light of societal multilingualism and
individual plurilingualism. ENROPE promoted inquiry-
Short description of the project based and research-related classroom development
that is sensitive to the linguistic ecology of classrooms
ENROPE - European Network for Junior Researchers and their environments as a means of promoting high-
in the Field of Plurilingualism and Education - is an quality and innovative language teaching. As an overall
international, cooperative project aiming to provide result, ENROPE established a sustainable network for
high-quality qualification and networking opportunities junior researchers in foreign language education and
for junior researchers in the field of multi- and aimed at strengthening professional identities.
plurilingualism and education.
An Intensive Study Programme (ISP), consisting of ENROPE has been recognised by a consortium
three annual training weeks, linked to and enhanced by consisting of nine European universities and research
regular online study phases (OSPs), brought together centres representing a wide array of languages and
around 200 junior researchers from various disciplines disciplines. The consortium is also complemented by
involved in language education research. The ISP a large network of associated partners from within
provided them with opportunities for transborder Europe and beyond, which has focused on facilitating
collaboration and professional qualification at two ENROPE’s outreach and sustainability throughout and
intersecting levels: 1) specialist thematic exchange after the project’s lifetime. Thus, many participants are
and reflection of research practices in the light also expected to participate in future events especially
of multi- and plurilingualism, and 2) reflection on in digital formats. The well-established structure of
and development of the researchers’ professional ENROPE to support doctoral and post-doc students
identities about multi- and plurilingualism. The project, at an international level will become a stable and
thus, combined professional qualification through sustainable component of the further work of the
collaboration with a pedagogical agenda through LANGSCAPE network group, as the ENROPE consortium
experiential learning and reflection. consisted mainly of members of LANGSCAPE.
To establish a sustainable inter- and transdisciplinary Practical and reusable resources can be found here
environment for academic exchange and reflection,
ENROPE produced 1) an Online Platform (IO1)
offering versatile spaces and tools for collaboration,
e-learning and networking in the context of multi-
and plurilingualism. In line with the Online Platform,
2) an embedded e-Portfolio (IO2) functioned as
an empowering tool for researchers in language
education and language educators alike to engage
in meaningful professional reflection that reaches
beyond the instrumental skills of the academic
disciplines. ENROPE’s key activities and products were
underpinned by a 3) Qualification Handbook (IO3) and
thus was open for adaptation in other educational
fields affected directly or indirectly by multi- and
plurilingual ecologies. With regards to the Multiplier
Events (ME), four events were organised and hosted by
four different partners. The results have been shared
with the wider audience; namely teachers, teacher
educators, teacher-researchers, policy-makers and
academics from related disciplines.
© iStock.com/olly
EUROPE
CREATIVE
Introduction
CREATIVE EUROPE PROGRAMME 2021-2027

Creative Europe (2021-2027) is the European Commission's framework
programme designed to provide substantial support to the cultural
and creative sectors (CCS). The primary objectives of Creative Europe
encompass the preservation, development, and promotion of European
cultural and linguistic diversity and heritage, along with increasing the
competitiveness and economic potential of the European cultural and
creative sectors.
At the core of Creative Europe lies a substantial budget of EUR 2.44 billion,
underscoring the European Union's commitment to the flourishing of its
cultural and creative landscape. This financial commitment serves as
a recognition of the pivotal role played by the CCS in shaping and enriching
the European values and identity.
The Programme unfolds through specific objectives embedded within its

three strands:
Culture strand: This strand is dedicated to enhancing artistic and cultural

cooperation, emphasizing the creation of European works. Simultaneously,
it aims to fortify the economic, social, and external dimensions of
innovation and mobility within Europe's cultural and creative sectors.
MEDIA strand: Focused on the European audiovisual sector, this strand

seeks to promote competitiveness, scalability, cooperation, innovation, and
sustainability, emphasizing the importance of cross-border collaboration to
amplify the impact of European audiovisual endeavours.
Cross-sectoral strand: This strand is designed to foster policy

cooperation and innovative actions across various sectors. It envisions
a media environment that is diverse, independent, and pluralistic,
emphasizing media literacy. The Programme's commitment to freedom of
artistic expression, intercultural dialogue, and social inclusion is evident in
its efforts to create an environment conducive to the flourishing of these
values.
In essence, Creative Europe (2021-2027) encapsulates a forward-looking

Programme for the European cultural and creative sectors, aiming to not
only preserve and promote cultural richness but also to position these
sectors as drivers of economic growth and social cohesion. Through
strategic investments and targeted initiatives, the Programme seeks
to empower the cultural and creative sectors of Europe, ensuring their
vibrancy and resilience in the face of evolving challenges.
78
Culture strand’s continuous support to the book and publishing

sector
The book and publishing sector are supported through horizontal funding
schemes such as European Cooperation Projects, European Networks of
culture and creative organisations, European Platforms for the promotion of
emerging artists, and Culture Moves Europe. The Programme also includes
sector specific actions for the book value chain such as the Circulation
of European Literary Works, the European Union Prize for Literature, and
more recently the Day of European Authors. Over the period 2021- 23,
Creative Europe Programme co-financed 131 book sector related projects
through the different funding schemes. Ongoing dialogue with the sector,
exemplified by the 'Translators on the cover' (2) report, underscores the
importance of translators in the circulation of books and ideas in Europe.
The European Cooperation Projects scheme, fostering collaboration

among hundreds of organisations, has funded 291 projects, involving
over 1 500 organisations from 39 countries in the first two years of the
programme.
The Circulation of European Literary Works provides co-financing

to publishers and other organisations in the sector to encourage the
translation and circulation of European literary works, in particular from
less-represented languages. Between 2021 and 2023, Creative Europe
funded a total of 131 projects through the scheme “Circulation of
European literary works.” These projects encompassed the translation of
1,496 books written by 1,213 authors and translated by 981 translators.
The books, originally written in about 40 different languages, were
translated into about 26 target languages. Most of the source and target
languages were “lesser-used” languages (i.e., national, regional and
minority languages.
In this brochure we present some projects dealing specifically with the

promotion of regional and minority languages.
(2) European Commission, Directorate-General for Education, Youth, Sport and Culture, Translators
on the cover – Multilingualism & translation – Report of the Open Method of Coordination
(OMC) working group of EU Member State experts, Publications Office of the European Union,
2022, https://data.europa.eu/doi/10.2766/017
1. COOPERATION PROJECTS
© contrastwerkstatt/stock.adobe.com
80 CREATIVE EUROPE — Key Action 2: Cooperation among organisations and institutions
GG4A: Innovative Intercultural Reading Promotion
Project Information Dissemination activities of translated works in five

languages of the project are based on research
Project coordinator: Ales Cigale, on reading literacy, which in digital times requires
Slovenia new tools to reach new audiences. To foster digital
reading literacy, they include the use of an interactive
Project reference: 101055753 platform in which reading competence is linked to
digital competence through gamification in previously
Action type: Cooperation
prepared ludic activities that include competition,
Website: www.malinc.si teamwork and creativity. Creative writing workshops
are other project's activities which, in addition to
Project partners: Kulturno umetniško offering different types of activities for young people,
društvo sodobnost International provide materials (handbooks, webinars, videos) for
(Slovenia), Editora Trinta-por-uma- teachers and librarians that can also be used when
linha LDA (Portugal), Drushtvo za the project ends. An important activity is networking:
izdavachka dejnost Skaznuvalka dooel tutoring of consortium members, sharing best practices
Skopje (Macedonia), Alberdania SL within and outside the consortium at B2B meetings,
(Spain) large and small book fairs and video presentations
for Latin American publishers. Five public events will
Project dates: July 2022 – June 2025 be organized during the project, including translated
authors and their translators. All these activities will
EC grant: 199,982.4 EUR be promoted through press releases, newsletters,
announcements, social media, bloggers, etc.
Young adult literature always has two addressees.

Although the project activities are designed for young
Short description of the project people, they also address adults (experts, teachers,
The project GG4A: Innovative Intercultural Reading librarians, general audience) at the same time. The
Promotion promotes and contextualizes six high quality members of the consortium are convinced that all
European literary works for young readers of minority audiences will benefit from the results of the project,
and/or less known literatures, most of them written in as well as the societies of the countries included in
lesser used languages. Leading authors from Slovenia, Europe and beyond.
the Basque Country and Portugal are translated
into Macedonian, Slovenian, Basque, Spanish and
Portuguese by renowned translators.
Lingotell
Project Information The project will contribute to increased mutual

understanding among Europeans, not only between
Project coordinator: Sijti Jarnge Det the Indigenous Peoples and regional minority groups
Samiske Kultur og Utviklingssentre directly included, but among people in Europe as a part
Hattfjelldal, Norway of the European shared future. The working process
initiates interaction between informants/cultural
Project reference: 101100377 artists, participants, especially young people, and
professionals within the cultural and minority language
area. This is done with an aim at skill transfer, the
Website: www.sijtijarnge.no anchoring of successful methods of restoring, as well
as the empowerment of the minority and Indigenous in
Project partners: Stichting Fryske this context.
Akademy (The Netherlands), Pro
Progressione Kulturalis Nonprofit
Kozhasznu Kft (Hungary)
Project dates: Mar 2023 – May 2025

Lingotell is a people-centred and forward-looking
approach, aiming towards a change in how narrative
stories are managed and valued both as part of
cultural heritage and to fuel minority and Indigenous
languages. Lingotell is a small-scale cooperation
project between Fryske Akademy (The Netherlands),
Pro Progressione (Hungary) and Sijti Jarnge
(Norway) working together to explore the process of
strengthening Indigenous and minority languages
through the art of retelling, redesigning and redefining
narrative stories focusing on South Sami, Frisian and
Roma languages. The project aims at strengthening
these languages as well as to safeguard the cultural
heritage of these communities.
Through the self-selected collection and dissemination

of stories from these communities, summarised
and placed in the contexts of today, this project will
start a process of understanding how these stories,
often told in endangered languages, can be utilised
to fuel the minorities and thereby also the European
multilinguistic shared future. However, to do so, the
stories need to be reformulated beyond the confines
of narrative identities. The stories appear in different
forms, such as orally told legends, songs, poems,
myths, dances and written stories. The main findings
and common features, including the key-factors in
the art of restoring, will be summarised and made
available as a digital package, including podcasts, free
to download.
phōnē - Giving Minority Languages a Voice
Project Information Together with RML speakers from their parents' or

grandparents' generation, the young participants
Project coordinator: Fryske Toaniel will develop creative forms of expression under the
Stifting Tryater, The Netherlands leitmotif of Tradition in Modernity to tell stories
about their communities. All artistic work is for, with
Project reference: 101055718 and about the communities. Common learning of
methods of biographical/documentary writing and
intergenerational community theatre on a European
Website: www.tryater.nl level will lead to 8 contemporary theatre plays and
professional productions. Intergenerational community
Project partners: Universitaet Leipzig theatre productions will open up new formats, places
(Germany), Fibin Teoranta (Ireland), (site specific) and digital medias (podcasts/vodcasts).
Teatrul Evreiesc de Stat (Romania), Joint co-creations will be developed at international
Stichting Hanzehogeschool Groningen festivals and citizens from all involved 8 communities
(The Netherlands), Itu will develop a multilingual theatre event. It is the
teatteriforeeninki (Norway), Axencia declared aim of phōnē to establish a network for RML
Galega das Industrias Culturais theatres that has been missing for a long time.
(Spain), Teatr Piba (France),
Stadttheater (Italy), Landkreis
Bautzen (Germany)
Project dates: June 2022 – Mar 2025

Phōnē – Giving Minority Languages a Voice promotes
and safeguards cultural and linguistic diversity in
Europe. The project connects people who belong to
a language minority across language and cultural
borders. Phōnē makes an active contribution to the
vitalisation of vulnerable regional minority languages
(RMLs) and will give them a voice, a stage and
a platform for exchange. Endangered languages as
well as their theatres must succeed in transmitting
their culture/language to future generations. Young
people, whose RML roots are not yet firmly established,
are therefore the main target group.
2. LITERARY TRANSLATION PROJECTS
© Jacob Lund/stock.adobe.com
Cardinal Points of Contemporary European Literature
Project Information The project was also aimed towards showing the
importance of children's literature for the literary
Project coordinator: Ales Cigale, socialization by using visual and auditory materials
Slovenia (interactive and auditory books; reading promotion
project Leo, leo) which are very important in CL's
Project reference: 604536-CREA-1- reception. Recently, various theories (Postcolonial,
2018-1-SI-CULT-LIT1 Feminist, Polysystem) have radically changed
the image of the World and European literature,
Action type: Literary translation
pondering marginal, minority, peripheral and other
Project dates: Jan 2019 – Jan 2021 overlooked discourses, which are crucial for the holistic
image of the European culture. The activities in this
EC grant: 29,917.47 EUR project aimed to establish the comparative frame
of overlooked discourses in European literature, to
emphasize similarities and differences in treating
themes and motives, forms and genres, but also
reflections on their translation. All published books
Short description of the project were designed in accordance with recommendations
for dyslexic readers to facilitate reading for all.
The project “Cardinal Points of the Contemporary
European Literature” published, promoted and Practical and reusable resources can be found here
contextualized six high quality European literary works
of minority and/or less known literatures, most of them
written in less used languages and awarded at the
national and international level. Leading authors from
Catalonia, the Basque Country, Slovakia, Greece and
Slovenia were translated into Slovenian and Spanish
by renowned translators. The promotion of published
books included various activities in Europe and Latin
America: reading tours of writers and translators, round
tables “Literary Mosaics” in bilingual parts of Slovenia,
Italy and Austria, reading promotion project Leo,
leo, translation of excerpts into Spanish, interactive
and audio books, etc. To contextualize all published
works, the books included prefaces and information
on selected authors and translators. The project
team organized press conferences and stimulated
interviews, book reviews and scientific articles on less
known literatures, specially the EUPL work included in
the project.
Paths to the EU Bibliodiversity
Project Information Recently the Polysystem theory has changed the

image of literature, pondering the importance of
Project coordinator: Ales Cigale, mediators who are crucial for the holistic image of the
Slovenia European culture. The activities in this project aimed to
establish the comparative frame of mediators on two
Project reference: 101015422 levels: firstly, by choosing texts dealing with the figure
of women as a mediator, and secondly by promoting
mediators (translators, editors, illustrators, literary
Website: www.malinc.si agents, proof-readers, librarians, etc.) important for
book production. All published books were designed
Project dates: Jan 2021 – Dec 2022 in accordance with the recommendations for dyslexic
readers.
EC grant: 29,984.08 EUR

The project “Paths to the EU Bibliodiversity” published,
promoted and contextualized seven high quality
European literary works of minority and/or less
known literatures, most of them written in lesser
used languages and awarded at the national and
international level. Leading authors from Portugal, the
Basque Country, Lithuania, Sweden, France, Italy and
Slovenia were translated into Slovenian and Spanish
by renowned translators.
The genres of the selected works were different

(poetry, short stories, novel) and so was their public
(children, youth, young adults and adults) and the
promotion. The promotion included various activities
in Europe and Latin America: reading tours of writers,
translators and illustrators, round tables (live and
virtual), interactive webinars, reading promotion
project Leo, leo and Open Book: GG4U, translation of
excerpts into Spanish and English, video promotions,
trailers etc. To contextualize all published works, the
books included prefaces and information on selected
authors and translators. The project team organized
press conferences and stimulated interviews, book
reviews, scientific articles and a one-day international
symposium on less known literatures and the
importance of mediators for the EU bibliodiversity. The
EUPL work was also promoted by organizing a round
table with several winning authors from different
countries.
BLEU – Library of European Literature
Project Information BLEU will gather both contemporary and classic

literature, new translations and paperbacks. This
Project coordinator: Zulma, France project is dedicated to the diversity of languages,
cultures, and territories in Europe with a focus on lesser
Project reference: 101059126 translated European languages. During the next three
years, the project team will publish six contemporary
novels and three twentieth-century classics translated
Website: www.zulma.fr from Albanese, Catalan, Greek, Spanish, Icelandic,
and Serbo-Croatian. Beyond traditional means of
Project dates: June 2022 – May 2025 promotion, the project team will also set up summer
pop-up bookstores where the BLEU series will be
EC grant: 100,000 EUR highlighted.
By creating this new series, the intention is to work

on two objectives: raise awareness of literature from
European minority languages among booksellers and
Short description of the project promote the translators. These objectives are destined
to give birth to innovative practices in the book
Zulma is dedicated to contemporary literature. The industry. Developing a series dedicated to European
organisation has published authors from over 30 literature will make sense for booksellers, translators,
countries, translated from more than 20 languages, and readers as well as critics and foreign publishers.
always seeking the highest quality in novels as well
as short stories. However, the diversity of the world
can also be expressed within Europe. Therefore, Zulma
decided to highlight the European authors in their
catalogue by creating a new series called Bibliothèque
des Littératures Européennes. BLEU is an ambitious
project meant to become a quality label that will
increase the visibility of European Literature in France
and abroad.
Perfect Reads for Generation Z
Project Information Children’s books promotion targeted children (school

readings & competitions) and influential adults –
Project coordinator: Vesna Kapuran, parents, teachers, librarians (traditional, online and
Serbia direct marketing). YA were reached via digital media
- ages 12-17 especially through peers like booktubers
Project reference: 614532-CREA-1- and bookstagrammers - and the 18+ group via
2019-1-RS-CULT-LIT1 readings, book fairs, digital and traditional media.
EUPL were promoted during author visits, on euplsrbija
social media and EUPL Festival (both founded in
Website: www.odiseja.co.rs 2019). The exceptionally well attended annual seminar
for children’s book reviewers, with eminent EU critics
Project dates: Jan 2020 – Dec 2021 lectures, improved skills needed for developing of
barely existent children’s literature criticism, essential
EC grant: 44,984.5 EUR for its promotion.

Odiseja translated 8 children's & YA books from less
represented languages, considering each genre’s
transnational circulation. Many countries are well
represented in Serbia with adult fiction but not with
children’s; European YA novels are rarely translated, as
well as Catalan and Luxembourgish books in general.
This project's goals were to promote EU literature and
EUPL while helping refine new skills, and its priority
was to reach new generations of readers and create
future consumers of EU culture.
Book selection, production, promotion and distribution

strategy were determined by specifics of the target
group, Generation Z (age 8-22): short attention span,
phone and visual-content addicted digital natives who
prefer reading paper books, but inform and purchase
online, usually interested in literature on global issues
and real problems of contemporary people. The project
team endeavoured to offer them fiction both popular
and awarded, in best translation, visually appealing,
with an age-fitting text/illustration ratio, relatable
protagonists and relevant themes with potential to
initiate debate and raise awareness. Books were
disseminated via regular and online bookstores, digital
media, book fairs and exhibitions across Serbo-Croat
language speaking countries, using innovative sale
methods (phone app, etc.).
Translating Europe - These Great Little Languages:

The Southern Maritime Coasts
Project Information In keeping with the concern to encourage under-

represented genres, alongside the novel (5 titles)
Project coordinator: Colibri OOD, the project highlighted 2 collections of short stories
Bulgaria (Shyyan, Seminara) and 3 novels for young adults
(Ferrante, Tibuleac, Gironell). The quality criterion
Project reference: 604527-CREA-3- governed the choice of works with three EUPL prize
2020-1-BG-CULT-LIT2 winners (Florian, Shyyan, Tibuleac). Most of the
authors have won awards, and all the books have
been successful in their own countries and abroad.
Website: www.colibri.bg The project was concerned with gender balance,
with a predominance of women (6/4) and prominent
Project dates: Jan 2021 – Dec 2021 authors/younger authors. The thematic unity of the
project was ensured by reflection on topical themes
EC grant: 82,301.68 EUR which participate in the construction of European
identity.

The project Translate Europe – These Great Little
Languages, in its third year, respectful of geography,
was called The Maritime Coasts of the South: The
Black Sea, the Adriatic Sea and the Mediterranean).
It included 10 books from 9 countries located on the
southern coast of the continent (Romania, Moldova,
Ukraine, Greece, Cyprus, Croatia, Italy, Spain /
Catalonia, Portugal) and honoured literatures created
in 7 languages not widely used - Romanian (2 books),
Ukrainian, Greek (2 books), Croatian, Italian (2 books),
Catalan, and Portuguese. The Romanian language was
in a favourable position with Claudiu Florian (Romania)
and Tatiana Tibuleac (Moldova). Ukrainian was
defended by the young Haska Shyyan. Two prominent
authors represented the Greek language: Panos
Ioannides (Cyprus) and Margarita Karapanou (Greece).
The young Kritsina Gavran (nominated for EUPL)
honoured the Croatian language. The Italian language
was present with the first novel by the famous Elena
Ferrante and a collection of short stories by the young
and promising Elvira Seminara. The other four authors
proposed for the third year (Claudiu Florian, Elvira
Seminara, Antonio Lobo Antunes and Marti Gironell)
were joined by Haska Shyyan (EUPL), Kritsina Gavran)
and Tatiana Tibuleac (EUPL).
Europe Inside Out 2020-2021
Project Information The project would publish 10 contemporary novels

from 10 languages: Catalan, Flemish (Dutch), Swedish,
Project coordinator: HENA COM d.o.o. za German, Finnish, Czech, Portuguese, Icelandic, Estonian
nakladništvo, Croatia and English. These award-winning novels presented to
Croatian readers 9 never-before translated authors in
Project reference: 614407-CREA-1- collaboration with excellent literary translators. Aside
2019-1-HR-CULT-LIT1 from promoting translation from lesser used languages
(eight of the ten novels were written in smaller
languages), with visits of five authors in Zagreb and
Project dates: Jan 2020 – July 2021 an implementation of an extensive professional digital
marketing campaign, the project’s goal was to engage
EC grant: 41,028.33 EUR more readers in this cultural dialogue. Croatian authors
would be involved also, through the development of
a foreign rights catalogue, presented to the European
publishing market with translation of excerpts from
their most praised work in English.
"Europe Inside Out 2020-2021" was a continuation of
a highly successful literary translation project carried
out through 2018 and 2019. During this time, the
project team dealt with the issue of alienation and the
position of outsiders in literature, but from radically
different perspectives. As a continuation of this, the
project explored themes of voices from the margins,
but this time putting the focus on the question: what
does it mean to be visible in fiction? All ten novels in
this project gave voice to different social issues, from
mental illness, grief, LGBTQ issues, ageism, single
parenting, etc. For 18 months, this project explored
how these issues are visible in literature and in what
ways they can be brought to light through art.
Facing destiny with courage – translation of 6

contemporary European novels
Project Information The ideas of political, economic, and social equality,

living together without borders, exchange of ideas
Project coordinator: Fraktura Drustvo and goods, and above all freedom of choice and
s Ogranicenom Odgovornoscu za freedom of speech are in the very foundations of
Nakladnistvo i Usluge, Croatia today’s Europe. In the last few years those ideas have
been endangered by economic crisis, recession, wars
Project reference: 561196-CREA-1- on European borders, terrorist attacks and growing
2015-1-HR-CULT-LIT1 extremism. These six books funded by the project
highlighted different European experiences, as well as
a multiplicity of perspectives, and thereby encouraged
Project dates: Sept 2015 – Apr 2017 intercultural dialogue. They have shown the Croatian
readers and broader cultural public that contemporary
EC grant: 44,611.37 EUR European literature can provide answers. The extensive
online promotion and implementation of a new digital
strategy (which included the publisher's website
and social network campaigns on Facebook, Twitter,
Instagram, and Google Ads) enabled the project to
Short description of the project broaden the readership in Croatia and beyond its
borders.
The project "Facing destiny with courage – translation
of 6 contemporary European novels" brought to
Croatian readers works of art through which it is
possible to review the European past and present and
to discover how an individual can find courage to face
their destiny. Six novels by six acknowledged authors
of different generations from six EU member states
were translated from their original languages (Catalan,
Czech, Dutch, German, Swedish and Slovenian), five
of them lesser used. This project put into focus not
only significant literary works of high-quality European
literature, but also the excellent Croatian translators
using these languages and their masterful translations.
Translations into Latvian
Project Information Within the project representatives of Mansards have

participated in the local book fairs in Riga as well as
Project coordinator: Sia Apgads abroad and have visited the London Book Fair and the
Mansards, Latvia Frankfurt Book Fair, promoting books that have been
translated within this and previous Creative Europe
Project reference: 578997-CREA-1- projects, as well as Mansards’ authors, for example,
2016-1-LV-CULT-LIT1 Jānis Joņevs, winner of the EU Prize for Literature,
and his novel “Jelgava 94” (rights sold to more than
12 countries).
Project dates: Jan 2017 – Dec 2018

The aim of the project was to provide Latvian society
with high quality literary works that showed both
cultural diversity and common values alongside
learned lessons from history and the Europe of today.
The project included books written both in bigger or
smaller, locally lesser-known European languages,
which should be provided and introduced for Latvian
readers to be able to access, to learn and enjoy.
Within the project, five literary works of high quality
– contemporary Icelandic, Danish, Lithuanian and
Catalan novels and Lithuanian short stories – were
translated by prominent translators.
The translator Dens Dimiņš for the translation of

“Skugabaldurs” by Sjón was shortlisted for the Annual
Latvian Literature Award. Two of the represented
authors were winners of the EU Prize for Literature:
Kristian Bang Foss (Denmark) and Undinė Radzevičiūtė
(Lithuania). In co-operation with the Nordic Council
of Ministers' Office in Latvia, Mansards organized the
visit of the Icelandic writer Sjón and launched the
Latvian translation of his book “Skugga-Baldur” (“The
Blue Fox”) in November 2017. Sjón met with readers
in Riga and also in the towns of Gulbene and Lizums.
In co-operation with ALDUS – European Book Fairs’
Network, the Riga Book Fair and the Latvian Publishers’
Association, the Danish author, winner of the EU Prize
for Literature, Kristian Bang Foss, visited Latvia in
February 2018 following several events and interviews
about his writing and novel “Death Drives an Audi”.
Promising talents and established writers – the continuity
Project Information Main activities to achieve the outcomes above: visits

in Bulgaria of Ian McEwan, Xavier Bosch, Gaëlle
Project coordinator: Colibri OOD, Josse with many public meetings and interviews;
Bulgaria presentation of all 10 authors and translators of
the respective novels during the Book Fairs in Sofia,
Project reference: 593583-CREA-1- Plovdiv, Varna, Sozopol; a series of free discussions
2017-1-BG-CULT-LIT1 and meetings with the reading public in different
cultural & art spaces; TV broadcasts with the writers
or with the translators and literary experts; radio spots;
Project dates: Jan 2018 – Dec 2018 outdoor and indoor advertising; interactive and virtual
PR; streaming of events; comprehensive advertising
EC grant: 89,963.86 EUR in social networks; advertising banners; press
releases, articles, publications regarding all 10 novels;
dissemination of excerpts and other media materials;
reviews of bloggers and critics; promotional campaigns
with discounts; original book trailers, etc.
The project has increased the readership for European
The project “Talents prometteurs et écrivains literature in Bulgaria accentuating promotion and
consacrés - la continuité” encompassed 10 fiction distribution of quality European literature.
works representing 9 countries and an autonomous
region (Austria, Norway, Belgium, Germany, Portugal,
Hungary, Great Britain, France, Spain, Catalonia)
and respective languages. The long-term purpose
was dissemination of EU values by favouring both
established and emerging talents from less known
European literatures (Norwegian and Catalan) and
emphasizing minority languages (Hungarian, Catalan
and Norwegian).
Main results: all 10 books have paperback and digital

editions, reaching publics with different reading habits
and "digital natives". The project managed to evoke
interest and awareness, as well as informing potential
readers about the works. Applying all relevant
marketing, advertising and PR practices, the proper
commercial approaches and a number of instruments
with long-term effects resulted in special attitudes for
the culture of authors’ countries.
Translation of four books into Catalan
Project Information Catalan is a language with a reduced number of

speakers and this, together with its coexistence with
Project coordinator: Viena Serveis one of the strongest languages in the world, Spanish,
Editorials SL, Spain is why it is sometimes difficult to put across projects
like Viena’s due to commercial reasons. Nonetheless,
Project reference: 552585-CREA-1- it is essential for the well-being of culture and cultural
2014-1-ES-CULT-LIT1 diversity that key names in the history of European
literature do not remain unpublished in any language.
This was precisely the aim of the project: to fill in
Project dates: Sept 2014 – Oct 2015 this long-lasting gap and approach these authors to
Catalan readers and, most importantly, young ones.
Since these collections included outstanding classics by
some of the most significant authors of modern times,
the project team worked with prestigious translators to
ensure the literary quality of the final text. Moreover,
Short description of the project the project team believed the external aspect of the
book must also show the value of its content. Thus,
Viena Edicions puts every effort into each part of the they presented a beautiful collection of carefully
publishing process. This was especially true in “El edited books, with an elegant, highly detailed design.
cercle de Viena” and “El jardín secret”, the collections On a final note, all the books in both collections were
that include the books presented herewith. Both printed on paper certified by the Forest Stewardship
collections were part of the same coherent project. Council, an independent, non-governmental, not-
The former included modern classics which had never for-profit organization established to promote the
been translated into Catalan before, and the latter responsible management of the world’s forests.
was a more recent collection that started in 2010,
following the good response obtained by “El cercle de Practical and reusable resources can be found here
Viena”, based on this very same idea but specializing in
modern classics for children and young adults.
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Linguistic

DG Education and Culture

Erasmus+ Projects directly targeting regional and minority

2. Key Action 2: Cooperation among organisations and institutions....................................23

2.4. Cooperation partnerships in school education........................................................................................33

Erasmus+ Projects including regional and minority languages as

2. Key Action 2: Cooperation among organisations and institutions....................................67

2. Literary translation projects..........................................................................................................83

The European Union aspires

While constantly evolving,

The EU works and acts, within its scope of competence, to promote

The idea of this brochure is to give some examples of creative and

Through the Erasmus+ programme, the EU offers many opportunities

The programme also supports cross-border partnerships of different sizes

Partnerships for cooperation are transnational projects designed to develop

Partnerships are always made up of organisations from different countries

Multilingualism is one of the cornerstones of the European project and

The promotion of language learning and linguistic diversity is one of the

The programme also supports projects addressing minorities and regional

The selected projects are varied in terms of their approaches, outcomes,

Finally, the European School Education Platform (ESEP) contains useful

1.1. School education

Linguistic minorities: European unity in diversity

Project Information The planned activities were to participate in the school

Project dates: Sept 2022 – Aug 2023

EC grant: 14,090 EUR

Short description of the project

The project “Language Minorities: European Unity in

Let’s speak the same language!

Project Information multiplied the discriminatory acts: violent aggressions,

EC grant: 26,804 EUR Topics such as stereotypes and prejudices, social

“Let’s speak the same language!” was a youth

Xenophobia and racism are still strong problems that

Language without borders

Project Information In addition, the project aimed to strengthen the

The Minority Experience

Project Information Moreover, the project aimed to contribute to reducing

The project promotes respect and openness for the

1.3. Jean Monnet activities

Feeling Europe: Languages, Identities and Collective

Project Information “Language, identity and emotions in European

1.4. Vocational Education and Training

Going abroad to improve the country

Project Information The key objectives of the project were to:

1.5. Adult education

Education in minority language - Slovak language

Project Information The project was designed to achieve the sharing of

2.1. School exchange partnerships

National minorities - treasure of Europe

Project Information Activities carried out in schools included numerous

Another of the goals achieved was developing

Brittany Basque Country

Project Information The project has involved many activities to achieve

All upper-Secondary students have taken part and

Project Information It is of the utmost importance and in line with

This project aims at empowering the young Croatian

Equality in the diversity of national minorities

Project partners: Zakladna skola