Rudyard Kipling once said: “If history were taught in the form of stories, it would never be forgotten.” This succinctly explains the power that good stories can have. They live long in our memories, as do many of their component parts: the setting, the characters, the language they use. It is also true to say that story telling has been a common feature of all human cultures throughout history. Stories from different cultures can also therefore be used as tools to foster intercultural understanding; and, as we all know, understanding is the foundation of empathy. These are the sorts of considerations that inspired us to develop a project that builds on the power of stories. By using traditional or contemporary stories from different regions of Europe we can celebrate our cultural heritage and we can also begin to understand and appreciate our differences. But the objectives of our project don't stop there. Three of the four partners in the project are experienced providers of language education and know that stories offer a rich source of language that can be used as the basis for study activities designed to help learners improve their language skills. We also know that all learners find good stories motivating; everyone wants to know how the story unfolds, and that encourages learners to work their way through the language - and the tasks we provide - to reach the conclusion. The motivation is intrinsic. But we have other objectives as well. We want to develop modern, digital, interactive teaching resources that can be used at all levels of ability, both in a traditional classroom context or online. And we want to deliver these resources via a purpose build platform that will enable users to access the resources from any location, as well as provide data on how they are used and who they are used by. And last but not least we want to design learning materials that incentivise adult learners to study, which is why we are proposing developing Digital Escape Rooms to guide our learners through each story and improve their language competencies along the way. The materials we develop in this project will be designed specifically for adult leaners of English, but they could subsequently be adapted or extended for learners of other languages. As mentioned, three of the partners are experienced providers of language education. They also have experience producing study materials - including digital, interactive study materials . and all three are similarly experienced in the field of language teacher education, which is an essential component of any successful teaching project. The fourth partner in the project is a specialist software developer who will transform the study materials into digital, interactive teaching resources, and develop a purpose built platform to host, distribute and implement the resources developed and allow the creation of additional stories in future. Each partner will allocate staff with the appropriate skills and experience to the project and there will be around 12 participants working on the project in total.The partners will develop three Intellectual Outputs. The first of these, called City Stories, is a collection of teaching materials based on18 stories that reflect the historic or cultural heritages of the partners' regions. Each language teaching partner will write 6 original stories: 2 for each CEFR level combo (A1/A2, B1/B2, C1/C2). Each language teaching partner will also develop 2 distinct Digital Escape Room type activities for each story, giving a total of 36 DER sin total. The DERs will be designed to cover all aspects of the target language and therefore improve students' language competencies in all areas. The second Intellectual Output will be the purpose built platform developed by Amber, the software specialists: the third IO will be a Teachers Handbook that will explain the underlying purpose and methodology behind City Stories and provide detailed explanations as to how teachers can both exploit these stories with their classes, and also use them as templates enabling them to produce their own interactive stories using the tools available on the platform.The impact of the project on the participants will be to provide staff with a range of skills including creative writing skills, as well as the experience of developing modern, interactive study resources. The impact on target groups will be to provide language teachers across Europe with a series of modern, digital materials that they can access from anywhere and deliver either in physical classrooms or online. Adult language learners will also benefit from working with the materials which will motivate them to complete the tasks assigned and in so doing improve their competencies in the target language. In the long term teachers of other languages and indeed of other subjects will be able to adapt the materials developed to other study programmes, or create their own activities based on their own stories.

<< Objectives >>Our Developing Responsible Global Citizens curriculum project addresses the following priorities: Common values, civic engagement and participation, environmental sustainability, the fight against climate change, developing forward-looking learning centres and community development, creating new, innovative joint curricula and courses, through teaching and learning of foreign languages. The project is aimed at adult learners, teachers, academic managers and educational institutions.<< Implementation >>WP1: A DRGC Framework & Curriculum Builder IT tool to align Responsible Global Citizens issues (Community, Health, Environment, Diversity, Innovation) to the CEFR A1 to C2.WP2: Online video-based teacher training course (10 modules) with a digital handbook for academic managers and teachers; designing curricula, the IT tool and student-centred methodologiesWP3: Dissemination to teachers, adult learners, academic managers and educational institutions.WP4: 5 x Transnational project meeting.<< Results >>At the same time as developing language in line with the CEFR, adult learners will also develop a wide range of DRGC skills and will become more globally responsible citizens.Teachers will learn a range of additional professional skills and will become more effective language teachers.During the development of the project and the following 3 years, we aim to reach at least 500 teachers and 50,000 learners, who will become active users and promoters of our project results.

"Over the last few years, Virtual Reality has become one of the most innovative teaching tools in many educational sectors. While some preliminary use of this technology has been tested in language learning, no VR tools of real significance have been developed for language classrooms up to this date. The potential for VR in language learning may be even greater than in other fields of education. VR can provide a fully immersive learning experience and while this method is proven to be the most effective for language learning, very few students would ever have a chance to experience language immersion without the implementation of VR technology. Through this project, we will develop an innovative platform for carrying out collaborative group language exercises in the classroom. These will provide an opportunity for students to practice the target language in a fully immersive way, mimicking the well established methodology of ""Total Physical Response"" in a way that has not been used in language learning before. These tools will enhance the effectiveness of language learning by boosting motivation of students, increasing communicative competencies, improve student focus towards certain details and enhance their cognitive skills. Project results will be developed through collaboration of five institutions from four different countries: Croatia, Spain, Bulgaria and Romania. Four of these are well established adult education institutions that have been providing language services for many years. Fifth partner is a holding company for a number of language schools with a history of providing technological support to language schools, and producing innovative learning platforms. Main project activities are:- production of Virtual Worlds (IO1)- production of VR language tasks (IO2)- production of Teachers' Notes (IO3)- production of User Manual (IO4)- two short-term teacher training events- multiplier events (three one-day workshops and Final Conference)These activities and developed resources lead to the production of our final output - an innovative VR tool for language learning. These also include the piloting of our product in various educational institutions. Supporting activities include teacher training and multiplier events. We expect this project to have a significant impact on both language education providers and language learners. Education providers will increase IT competencies of their teachers and staff, and gain access to an innovative teaching tool that will greatly increase their competitiveness on the market, as well as efficiency of their services. Learners will have an opportunity to experience fully immersive learning environment, leading to an increase in their motivation and decrease in early drop-outs. Long term benefits of our project are numerous. In addition to immediate benefits of implementation of VR technology in language learning, the possibilities of designing new exercises are limitless. We expect that upon completion of our projects, our tools will be implemented in many language schools across the EU, and believe that this will lead to further development of VR tools for language learning."

<< Background >>The context of the project is both clear and dramatic: the world is racing towards an environmental catastrophe that can only be halted by immediate and persistent action. Not just action on a global, geo-political scale, but action by everyone in their every-day habits and behaviours. The more people learn about the threats to our environment, the more likely they are to modify their behaviours and persuade those around them to modify theirs. Of course learning can take place in many different contexts. Mainstream education is key, as are social networks and the more traditional media channels. But we need to take every opportunity to communicate the clear and present dangers to our environment, and language teaching organisations, whether private or public, can play an important role. Language schools across the EU teach hundreds of thousands of adult students every year. Of course these students attend language schools primarily in order to improve their language skills, rather than learn about environmental issues, but our contention is that we can achieve both goals simultaneously. In other words we can improve students’ language skills while, at the same time, focusing their attention on environmental issues. Given the number of language students the sector has access to, the overall impact could be significant. The idea of including environmental themes in language classes is not entirely new. Most course book writers and publishers now include at least one unit in their text books that focuses on the environment in one way or another. However, typically, this is only one unit out of ten or twelve, so the environment is entirely side-lined for at least 90% of the course. (Perhaps this is not entirely surprising given that publishers are intent on printing and selling as many of their glossy, non-ecological course books as they possibly can). But the demand for more study material that focuses on the environment clearly exists. According to a recent survey of 2,500 English language students untaken by the British Council (and due to be published in June) 71,5% said they would like their English language classes to contain more environmental topics. Similarly, 80% of a total of 1,800 English language teachers surveyed by the British Council claimed they need help integrating environmental issues into their lessons. Our own surveys, conducted by Molehill and Jantar with individual schools as well as national and multinational associations of language schools, give similar results. A large majority of language teachers would like access to a greater volume of study materials that focus on environmental issues. The principle objective of this project, therefore, is to obtain sufficient funding to develop a series of study materials designed for adult learners of English, Spanish and French, that focus on environmental issues, while ensuring that students also make excellent progress with their language aims and objectives.Of course it is not enough for language schools to persuade their students to lessen their impact on the environment; schools also need to practice what they preach. So our project also aims to guide language schools to a more environmentally sustainable future. We will achieve this by describing a range of policies and practices that language schools can adopt and adhere to – both inside the classroom and with regard to all their other business practices. Again, our surveys indicate that schools want to become more sustainable, and the vast majority readily acknowledge that they need help and guidance with this process. Our project is therefore designed to overcome what behavioural economists describe as the bystander effect, which is the tendency to wait for others to act rather than act ourselves. We simply do not have time to wait. The environment needs us all to act now and this project provides language schools with the knowledge, skills, and resources they need to do so.<< Objectives >>There are thousands of language schools in the EU, tens of thousands of language teachers working in these schools, and millions of adult learners following language courses. The primary objective of our project is to increase the awareness of all these target groups of the urgent need to modify their behaviour in order to safeguard the environment. Most people within the EU have heard about climate change, but not all of them are aware of the impact it could have on their futures, and their children’s futures. They may also be unaware of the steps they can take as managers, teachers, or private citizens to help ensure that the worst outcomes that have been predicted are not realised. Similarly, while everyone has heard of other environmental issues such as pollution from plastics, the loss of biodiversity, or the over-exploitation of the world’s natural resources, not everyone is conscious of the need to consider these issues when going about their daily lives. Language schools have the opportunity to make a significant contribution towards safeguarding the environment for everyone’s benefit, and that is what this project sets out to do.We believe we can achieve this goal by encouraging language school managers to modify the way they operate their institutions; by encouraging teachers to adopt more sustainable practices in their classes, and by providing teachers with a range of digital study materials designed to encourage and facilitate the systematic integration of environmental issues into adult language classes. The production of 101 - the Handbook designed for language school managers and teachers - will explain how these target groups can adopt more environmentally sustainable policies and practices. The production of IO2 and IO3 – the videos and lesson plans designed for learners of English, Spanish and French – will enable the systematic integration of environmental themes at all CEFR levels. IO4 – the ECO-LAB platform will provide the digital structure of the project, ensuring ready access to all stakeholders and the long-term sustainability of the project. The project responds to a clear need that has been identified both by our own research, and research conducted by such institutions as the British Council. Both language teachers and adult language learners would like their classes to focus more on environmental issues. Our project is designed to facilitate this outcome. Of course we do not expect to transform the practices of all language schools in the EU overnight; but though the development of effective Impact and Dissemination plans, we do believe our project can have a transformative effect over time. We envisage involving at least 30 language schools, 200 teachers and 4,000 learners within one year of the project’s completion. Even at this modest level, the cascade effect of hundreds of teachers and thousands of learners adopting more sustainable practices could be significant, as they encourage their families, friends and colleagues to adopt similar behaviours.Another objective of the project is to increase the repertoire of skills among language teachers by introducing them to a range of range of new, student-centred teaching techniques. Some of these techniques will encourage the transition towards paperless teaching, thereby reducing the impact language classes have on the environment. The project will also help learners develop their language competences more efficiently, not only by improving their teachers’ skills, but also by giving them access to well-designed, digital study materials that will address issues that are both relevant and important, thereby increasing learners’ motivation to continue their studies.Additional objectives include improving the skills and motivation of staff within the partner institutions (by giving them more experience in the development of digital study materials). We also hope to enhance the image of the partners within the language teaching sector.<< Implementation >>The project activities revolve around the development of four intellectual outputs. These are designed to encourage language schools to adopt a series of policies and practices that will make their institutions more environmentally sustainable, and provide them with the resources they need to systematically integrate environmental issues in their classes (whether face-to-face or online) irrespective of the level of the learners involved. We have decided to produce these study materials for adult students of English, Spanish and French as these are the languages that are most widely studied across Europe. We are also responding to a clear need, which is to provide teachers and learners with the opportunity to discuss environmental issues in their classes more frequently while, at the same time, enhancing the effectiveness of the teaching and learning process. These four intellectual outputs will be developed over the 30-month duration of the project with piloting of all materials taking place within partner and associate schools as soon as the materials become available. In addition to these intellectual outputs the project also includes a range of activities designed to ensure its efficient management and implementation. These include four Transnational Meetings (one in each of the partner’s locations) which will give us the opportunity to discuss all items related to the project, both with regard to the development of the intellectual outputs and with regard to project management and implementation. These face-to-face meetings will be supplemented by regular online meetings, using digital platforms such as ZOOM.Partners will also develop a Quality Assurance plan to ensure that all the project processes and results meet the high standards we have set ourselves. The QA plan will cover all project management processes (e.g. by evaluating the effectiveness and efficiency of transnational meetings) and will also cover the development of all IOs. As mentioned above, all materials produced will all be piloted by the partners and associate schools and feedback obtained through questionnaires sent to all relevant stakeholders. This will enable us to make any necessary adjustments before the final version of each IO is published. The partners will also develop a Dissemination Plan (DP) to ensure that the project results reach the widest possible audience. The DP will determine which communications channels are used (Websites, social media channels, conferences, etc.), which partner is responsible for each channel, and with what frequency dissemination activities should take place. Dissemination activities will also include a minimum number of Multiplier Events, which will be organised by each partner specifically in order to communicate the project results directly to an invited audience of interested parties, including local or regional language schools, environmental organisations, regional government authorities, etc. A first draft of the Dissemination Plan is already in preparation and will be discussed at length during the first transnational meeting.An initial Impact Plan (IP) has already been developed and is included as an annex to this application. The IP identifies the impact the project is likely to have with different target groups and outlines how these impacts can be measured both in quantitative and qualitative terms. The IP estimates the number of language school, teachers and learners that will benefit from the project, both during its 30-month development stage, and up to 24 months beyond the project’s completion, although the longer-term impact could be even more significant.Each of these project implementation plans (QA, DP, IP) will be overseen by one of the partners, although all partners are expected to contribute to their development and implementation at all stages. Each plan will also be subject to continuous revision and renewal, as is evidenced by the fact that the IP is already on its second draft.<< Results >>The principle results of the project will be the production of four intellectual outputs. IO1 is a Handbook designed to provide language school managers and teachers with all the tools they need to lessen the environmental impact of their activities, while also improving their competences as providers of language courses. IO2 is a series of 48 short videos (16 for each target language). Each video will cover a specific environmental issue and will be accompanied by tasks designed for language learners, thereby facilitating their exploitation both in the classroom and online. IO3 will consist of a collection of 240 original lesson plans (LPs) with 80 per target language. Each plan will be based on an environmental issue and will aim to develop at least one language item and one language skill. LPs will consist of detailed teachers' notes, including suggestions for staging the different sections of each lesson. LPs will also provide original texts featuring the target language, or links to suitable resources found elsewhere. LPs will also encourage sustainable practices in the classroom and beyond, thereby contributing towards the project’s main objective. IO4 is a digital platform that will serve as a repository for all the study materials developed during the project. The platform will provide instant access to all materials to users anywhere, and will also enable teachers to submit their own lesson plans to be shared with others. The platform will also enable school managers to measure the performance of their business activities against the environmental standards that have been outlined in Part 1 of IO1. The impact of these outputs (detailed in our Impact Plan) will be significant, both for participating organisations and for the wider language teaching community. Participating organisations will benefit in various ways. Their staff will further develop their ability to produce digital study materials; they will improve the effectiveness of their teaching, thereby helping students achieve better outcomes; they will become more aware of the many opportunities they have to protect the environment; and their image will be enhanced.The impact on other language schools could be transformative. By formally adopting the environmentally sustainable policies and practices suggested in IO1, schools will be able to highlight their environmental credentials in any marketing material, thereby enhancing their image and reputation with all stakeholders, and in their local communities. The impact on language teachers from other schools will also be significant. They will benefit from having ready access to the materials developed in IO2 and IO3, through the platform developed as IO4; they will gain greater knowledge of a range of environmental issues; they will also obtain new skills and competencies in their teaching.Adult language learners will benefit by having access to stimulating new study resources designed to improve students' competences across all language skills. Learners will also benefit by having the opportunity to study with teachers using modern, student-centred methodologies; and they should also gain heightened awareness of a range of environmental issues.By encouraging all stakeholders to adopt policies and practices that are environmentally sustainable in their teaching institutions and beyond, we also envisage a cascade effect, whereby stakeholders involve families, friends, and neighbors, thus widening the impact of the project in the wider community.Within one year of the project’s completion, we expect at least 30 language schools to have adopted the environmental policies, with 200 teachers actively using the study materials with at least 4,000 adult learners. Within 24 months of the project completion we expect these numbers to increase to at least 80 language schools, 500 teachers and 10,000 learners. These are the minimum numbers we envisage, the final figures could be significantly higher.

Multilingualism is one of the cornerstones of the European project and the promotion of language learning is one of the specific objectives of the Erasmus program. Foreign languages have a key role among the skills that help people qualify for higher education, then enter or progress in the labour market, and the prominence of foreign language courses in adult education programs organised both by public and private teaching institutions is well established throughout the EU. But the results of these programs are not always in line with expectations. Adult language students are often demotivated by what they perceive to be a lack of progress and an inability to communicate effectively in their target languages. This can translate into high drop out rates which limit the capacity of language teaching institutions to run courses effectively. Language teachers and teacher trainers are constantly reviewing methodologies and techniques in order to improve the efficacy of their work and in recent years, the introduction of new technologies has often been the catalyst for such revision. But that doesn't mean that older methods are necessarily categorised as redundant and one such method, known in the language teaching profession as Total Physical Response (TPR), is enjoying something of a revival. The premise here is that learning should involve more than mental effort and that acting out the meaning of words facilitates their learning and retention. Drama takes TPR to a new, higher level and provides leaners with the opportunity to develop their speaking skills at the same time as they learn new language items. The main objective of the Remote Theatre project is to provide language teachers and adult language learners with the resources they need to incorporate drama into their language courses on a scale that has never before been attempted, using a range of original resources, developed by experts in the field. The five partners committed to developing the Remote Theatre project are:- International House Bucharest, one of the leading private language schools in Romania- The Hands Up Project, a pioneer of the use of drama in the classroom, combined with modern recording and dissemination technologies- Jantar, a lading language school in Croatia and one of the developers of Amber a web-based school administration system- British School Pisa, a private language school in Italy that has collaborated previously with the Hands Up Project - Molehill Holdings, a company based in Spain that is responsible for a number of language teaching operations in several countries and has experience both in the development of language teaching materials and in large scale project management.The partners have agreed to produce 3 intellectual outputs (IOs). The first of these is a Handbook for language teachers that will explain the theory behind the use of drama in language teaching, suggest how teachers can introduce drama in their classes, and also show them how to record their students in order to provide them with the opportunity to review their performances, and then disseminate their work to a wider audience. The second IO will consist of a series of 30 original short plays that the partners will write specifically for adult leaners. The plays will cover a range of themes, they will each focus on different language items and they will cover all levels from A2 to C2 on the CEFR. The third IO is an interactive, online platform that will serve as the training hub for teachers working through the Handbook (IO1), host the recordings made by teachers and their students of the plays produced in IO2, and provide a forum for further discussion and training for language teachers everywhere. Throughout the project tasks will be allocated according to the expertise of the partners so, for example, Hands Up will be responsible for the teacher training components of IO1, Jantar will take the lead in the development of IO3 and Molehill will be responsible for Quality Assurance. Further decisions will be taken during 3 transnational meetings as well as regular online meetings. Piloting all 3 IOs will take place in the last months of the project and then the results will be disseminated widely via the partners' websites, social media, and at regional and international conferences.The project aims to involve at least 100 teachers and 2,000 learners before one year of completion. Longer term the aim is to multiply these numbers ten times or more. The impact of the project will be measured both in terms of the number of teachers and learners that use the resources created and by the impact using resources has on learner outcomes. We expect learners to become more proficient users of their target language and to be motivated to continue their studies. While the resources we develop will target teachers and learners of English, we expect teachers and learners of other languages to be inspired by the project to create their own plays.