"The European Union is aware of the need to promote new models of multilingual education that promote mobility and cohesion before anti-European and segregating speech. In recent years, it has supported the implementation of innovative educational systems and learning methodologies through the use of minority languages as vehicle languages that facilitate the inclusion and employability of people from other countries in these regions.In this sense, many of the national and regional governments of the member states have developed their own multilingual education systems. A clear example of this is the new pedagogical model implemented by the Government of Generalitat Valenciana through the Department of Education, Research, Culture, and Sports called ""Multilingual Dynamic Project"". This model reinforces minority languages, in this case Valencian and English, as important pedagogical tools necessary for the promotion of multilingualism. However, in the first years since the implementation of this innovative system, despite its undoubted successes, it was detected that it could generate difficulties of inclusion and access for groups of migrants and refugees who do not yet speak these languages.This has not been a problem unique to Generalitat Valenciana, but is currently happening throughout Europe, especially in territories with minority languages as cultural and pedagogical tools, such as Wales or Ireland.In order to face the problems of inclusion of foreign students in the classrooms of secondary schools in the Valencian Community, while promoting its replication in other European countries with their own languages and multilingual learning systems, a project has been carried out during two years that has allowed us to promote inclusive strategies in the classrooms of the Valencian Community.This project has managed to generate a long-distance European network that is already working, and will continue to do so in the coming years, to promote the equal inclusion of young foreigners in bilingual education systems (especially migrants, refugees, or students with an educational delay). Developed Acciò Cultural del País Valencià (ACPV) from Spain, European Language Equality Network (ELEN) from France and Europe in general, IAITH from the United Kingdom, Consiglio Nazionale delle Ricerche (CNR) from Italy, and the Institute of Education of the Dublin City University (IoE DCU) from Ireland, is has progressively included new entities from other European countries, like Conradh na Gaeilge, Oideas Gael, or the Center for Breton and Celtic Research.One of the great achievements of this project has been the creation of an educational guide developed by great experts and pedagogues to implement an innovative methodology developed two years ago, called ""Speech Community Integration"" (SCI). The SCI method focuses on repeated communication patterns that can be easily learned and exploited with practice. As the student repeats these interactions, older lessons are reinforced and new ones are assimilated more quickly.The fact that several educational centers are implementing it with great success in their classrooms has made it very successful, especially thanks to the collaboration of the Department of Education, Research, Culture, and Sports (GVA) through the PLURILINGUALISM CEFIRE.For 24 months, and thanks to the developed network of social entities (in collaboration with teachers and secondary schools), 3 transnational meetings (in Spain, Ireland and Italy) and various activities, an important Intellectual Output was created: THE METHODOLOGICAL GUIDE FOR INCLUSION IN SCHOOLS WITH MULTILINGUAL PROGRAMS, whose model is based on a concept that came from the results of multiple researches.This material specifically aimed at secondary education has helped schools, teachers, and students to eliminate the barriers of access for foreign students who participate in the multilingual education system of the Valencian Community, especially those who enter the Advanced Level, through four main components that drive language acquisition: sociocultural, linguistic, academic, and cognitive processes.These materials are achieving a high level of impact in the Valencian Community, where they have been distributed to dozens of schools through the collaborating networks, the Government of the Generalitat Valenciana, the many dissemination activities, and a large multiplier event held on July 2nd 2019 in Valencia/Paiporta; but also throughout Europe, where various schools in more than 10 countries are testing these results by seeing the ways to adapt the materials to their specific multilingual systems."

"During the last years, and especially from 2016, when this project was requested, the problems of adult migrant persons to achieve a real inclusion in Europe have worsened, according to the latest studies published by renowned international agencies and institutions. The increase of racist speech and extremist movements, added to processes of de-structuration of the EU has impacted the possibilities for real inclusion of migrant and refugee persons.All of this makes the results obtained after two-and-a-half years of hard work by the entities participating in the project ""TERRITORIAL LANGUAGES AS AN EMPLOYABILITY TOOL FOR ADULT PEOPLE"" even more important as a mechanism to build a richer, stronger, and more diverse EU. These materials began to be spread, as advised in the Mid-term Evaluation, in the first Multiplier Event held in November 2017 among multipliers, adult education centers, political authorities, and the beneficiary group itself, and started to yield good results, showing that they are an effective tool to achieve the inclusion of adult migrants.These migrant adults (from outside Europe, from other EU countries, or refugees fleeing from war in Africa and Asia) face multiple difficulties to access the labor market, among which is their limited knowledge of the languages of their foster region, which usually derives in severe barriers for their social integration and the creation of solidarity networks that make it easier to find a job. Thus, social and educational integration in their foster region has proven essential to increase the chances of finding a job. The knowledge of territorial languages can facilitate social integration, and is a curricular advantage that increases the employability of adult people.In order to achieve this, we have created during 30 months a high amount of results and materials that are reaching all the proposed objectives. The high quality Intellectual Output that has been one of the main points of the work done is highlighted among them: the MULTILINGUAL VIRTUAL E-LEARNING ENVIRONMENT FOR MINORITY LANGUAGES FOR INCLUSION AND EMPOYABILITY. This Intellectual Output is a virtual environment that proposes several digital tools for the inclusion and training of adult people through the learning of the minority languages of the participating regions, designed to increase the employability of adult persons.Along with this Intellectual Output, an exchange of experiences among the entities has also been carried out, plus multiple campaigns to promote the wealth and value of the cultural heritage of Europe and the regions it contains, and a guide of learning methods of minority languages for migrant persons (a guide that establishes educative methods using ICTs adapted to learning).In order to do this, we have held 4 Transnational Meetings that have allowed us to exchange good practices in innovative adult education, language education, the use of ICTs in the learning process, and their influence in the increase of employability. Virtual meetings to coordinate and distribute teamwork have also been held, as well as several national activities for the creation of results, diffusion activities, and three Multiplier Events to spread and increase the impact of the Intellectual Outputs of the project.All of this has been done through a collaborative methodology in which the distribution of tasks and responsibilities, and the exchange of the best innovative practices between the partners was done according to the principles of participation and equity, trying to benefit the most from the experience of each partner in all the areas of work. During all the time that the project has been active, but also after its end, a strong strategic partnership has been built, comprised by entities of very diverse sectors (companies, cultural associations, public institutions, educational entities…) that have improved their networking capabilities to implement an effective action for the training of adult persons that increases their employability and inclusion through the use of multilingualism, digital competences, and the benefits of ICTs. This is an effective work that will continue in the future, increasing the impact and developing new projects in diverse areas.We are achieving an important impact at the regional and European scale, especially thanks to the implication of ELEN (who represents 42 linguistic communities in 21 European states, and has a consultant status for the European Parliament, the European Council, the United Nations, UNESCO, and OSCE)."

As a cornerstone and valuable cultural heritage of Europe, linguistic diversity needs effective measures to ensure its safeguard and promotion. Any sustainable policy in this respect cannot ignore the digital world, as a prominent context of use of the languages. The mission of DLDP is to advance the sustainability of Europe’s regional and minority languages (RML) in the digital world by empowering their speakers with the 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. In the short term, the immediate objectives of DLDP were the following:- fostering the notion of digital language diversity and vitality and creating awareness about the risk facing regional and minority languages of not being adequately supported from the technological point of view. This has been done extensively and has become (thanks to DLDP) a tenet in the field; - define strong, clear and actionable recommendations about what needs and can be done for a language “to go digital”: which are the challenges and difficulties, which areas need to be addressed first, which tools are available. The recommendations - named “Digital Language Survival Kit” - also contain a tool (the Digital Language Vitality Scale) for assessing the digital vitality of languages other than those comprised in the case study. This objective has enlarged to become a complete methodology about digital language planning;- provide a widely applicable training programme, targeted to RML speakers to guide them towards effective production of digital content and in their languages;- lay out an indication for the immediate future, especially in relation with other projects and initiatives, with a view to national governments and EU institutions.The DLDP Consortium is composed of five partners: a research department in computational linguistics (CNR-ILC, Italy, Project Coordinator), an NGO working for the protection and promotion of Europe's regional minority and endangered languages (ELEN, France), an association for the safeguard of Karelian language and culture (Karjalan Kielen Seura, Finland), a foundation devoted to the promotion of Basque in science and technology (Elhuyar Fundazioa, the Basque Country) and the Department of Northern European and Baltic Languages and Cultures of Johannes Gutenberg University, Mainz (Germany). The main activities of the project revolved around the development of a complete methodology for RML speakers 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 to learn the range of possible actions and activities that can be put in place according to the identified level of vitality.We thus developed a range of instruments that are the building blocks of this methodology:- the Digital Language Vitality Scale - the Digital Language Survival Kits - a virtual, self-paced training programme, containing self-instruction material and structured into modules, each one addressing a specific topic- a roadmap, aimed at stakeholders and policy makers, detailing the institutional and technological challenges as well as the proposed solutions for paving the way to a more widespread use of all European languages over digital devices.Results and impactFirst and foremost, the spreading of a new awareness of the issue of digital language diversity and vitality. Over the three years of the project, its contribution to further promote these concepts is without doubt. The partners and project coordinator were often invited to give speeches about the project and its goals, and we can assert that the DLDP “brand” is nowadays strong and well recognised, not only in Europe but overseas as well.In addition to this, the digital language planning methodology is a completely new instrument in the field of language planning. The Kit is the first collection of recommendations in the area of language digital activism and to date there is no such a comprehensive guide. It is also the first of its kind to be explicitly addressed at the grassroots level. Moreover, the kit is designed in order to be fully flexible and adaptable to suit the needs of any language and linguistic community.By virtue of its social presence, on Facebook and Twitter, the DLDP has become a hub for news, projects, and initiatives connected with the topics of digital use and usability of (minority) languages.Last but not least, on 11/9/2018 the European Parliament voted upon the joint CULT/ITRE report on “Language equality in the digital age”, a Report that DLDP helped to draft and highlights the necessity of setting up such a focused and coordinated, long-term research and development action specifically tailored to Europe’s needs and demands in terms of its linguistic diversity.

During the last years, a strategic and intersectoral partnership of 6 entities (REDTREE, ASOCIACIÓN DE JÓVENES MUSULMANES EN VALENCIA, GIOVANNI MUSULMANI ITALIA, SMALLCODES, EUROPEAN LANGUAGE EQUALITY NETWORK and GRETA DU VELAY) concerned for social inclusion and education has developed the project “VIRTUAL INCLUSIVE EDUCATION FOR ADULT PEOPLE: VOLUNTEERS AND REFUGEES”, with the objective of developing an impactful educational tool capable of not only achieveing the objectives proposed in the official curriculum, but also of increasing the interest of the students and improving their living conditions.Adult education and training are often hampered by the lack of clear and stimulating goals for these students; this happens either because it is not adapted to the real needs of students, or because it has no practical consequences for their daily lives.This is why VIVAR has been created: an e-learning platform capable of promoting an effective learning for adult persons, thanks on the one hand to the exclusive programming of the platform, which is able to identify the previous knowledge of the users and adapt its contents to them, and on the other hand because it seeks to solve real and daily needs of the users.In order to achieve this, VIVAR promotes the education of adults through volunteer work with migrant persons. Volunteer social service can be the activity that encourages adults to improve their education, and it opens up job opportunities in the 3rd sector. With the collaboration between social organizations that work specifically on these issues and adult education centers, a practical educational process has been created to allow adult users to develop the skills and knowledge necessary for volunteering (from the development of basic skills, basic knowledge of English and Arabic, and digital skills). These contents have been created in close collaboration with migrants and refugees, one of the beneficiary groups of the volunteer activity.But this project also directly promotes the inclusion of migrant and refugee persons, offering them the tools for their integration through an e-learning platform that adapts to their specific needs, in their native languages, which develops not only their basic skils, but also provides the necessary guidelines and knowledge for their inclusion in Europe. These contents have also been developed in close collaboration with migrants and refugees, and with experts in the field of volunteering.Thus, the VIVAR platform proposes an intelligent virtual and telematic learning system, capable of defining the user profile (their previous knowledge, languages, needs...) and creating personalized learning paths to allow them to volunteer to develop skills (both basic and specific) and certify their learning by allowing NGOs to guide their learning process, in turn becoming tutors of refugees with the support of organizations with experience in education.This system also includes specific educational modules to improve the inclusion of migrants and refugees through the development of their basic skills -reading, writing, math, and digital skills-, certifying their learning in a document endorsed by the partner and collaborating entities.During these years, a sustainable strategic partnership was established that is achieving good results in the fields of education and inclusion, where not only these 6 partner entities are active, but also more and more collaborating entities that are getting new users to use the platform and that more entities benefit from and disseminate this result to enhance the training of volunteers and adults. All of this has been done thanks to the 5 Transnational Meetings held, 1 large Multiplier Event, various dissemination activities among expert multipliers in the beneficiary groups, various national activities for the development of the results, multiple evaluation activities carried out in adult education centers linked to Greta du Velay (France), and 4 pilot tests with each of the beneficiary groups.In short, we have developed an impactful tool with a great future ahead that is being implemented by dozens of European entities (adult education centers, NGOs and companies) and has currently issued more than 80 certificates that have allowed these adult students to improve their educational training, qualify for higher degrees, facilitate their inclusion, and offer new avenues for their socialization.

Language learning plays a prominent role among the competences that will help to better equip people for the labor market and to take full advantage of the opportunities available; it enriches your life, provides new ideas, exercises your mind, and allows you to benefit from the world’s cultural diversity, obtain scholarships for postgraduate studies, work in transnational companies, and of course express yourself in an understandable way to others, thus increasing social relations.This is especially true when we refer to minority languages from many regions or countries of the EU. It is proven that the use of the languages of each territory provides to its students -especially those with linguistic barriers such as migrants- curricular advantages that favor their social inclusion. Knowing the language of the territory, added to a better culture and the development of skills, is a differential fact that can guarantee a full social inclusion, especially for migrant students.Also the use of minority languages as an educational vehicular language also enhances educational results and the culture and cultural heritage of the country, therefore promoting Europe’s wealth, whose cultural diversity is one of its greatest values. However, as experts have stated, these unofficial languages are facing a serious threat to survival if they are not able to make a technological leap to digitalization. New generations make regular use of communication technologies that only use majority languages, so it is necessary to provide useful linguistic resources for the technological development of other languages to avoid their disappearance.In this regard, the European Parliament has recently approved a motion in favor of linguistic equality in the digital age, with the objective of promoting linguistic technologies for co-official languages.Many regional and national governments across Europe are also increasingly aware of this and have understood how to safeguard their linguistic heritage through the access to the digital plane, while at the same time enhancing the positive educational values they entail for learning and inclusion. Thus, they are promoting changes in the educational systems of secondary schools to promote multilingualism, the use of minority languages as vehicular language, and their technological leap. However, the implementation of these curricular and educational changes is often carried out in isolation without the help or experiences of other countries, and teachers cannot find open educational materials to use in their lessons.The entities that make up this partnership are aware that (foundations, regional goverments, cultural entities and companies) , in order to successfully implement these changes, it is essential to adapt to the new social context that Europe is living, to involve ourselves in many different sectors and to contribute together to educational innovation.EUROPE OF LANGUAGES NETWORK: TEACHER TRAINNING FOR INCLUSION THROUGH MINORITY LANGUAGES is a project aimed at connecting regional governments, cultural entities, youth associations, and educational centers in Europe, with the aim of promoting the technological and educational leap of minority languages, thus facilitating the implementation of multilingual systems and equipping school teachers with the necessary innovative digital educational resources.This will be achieved through the creation of two high-quality Intellectual Outputs:- COURSE FOR TEACHERS TO IMPLEMENT MINORITY LANGUAGES AS EDUCATIONAL VEHICULAR LANGUAGES. A specific course for secondary and primary teachers to use innovative methodologies using minority languages of the region to promote inclusion and reach educative objectives of the students. - DIGITAL OPEN EDUCATIONAL RESOURCES (OERs) FOR SECONDARY SCHOOL TEACHERS THROUGH MINORITY LANGUAGES (O2) that will train teachers while also help them carry out a learning process for their students of minority languages through 3.0 education in their classrooms.Also the project will create many tangible results, emphasising the creation of a VIRTUAL COMMUNITY OF TEACHERS FOR THE DIGITALIZATION OF MINORITY LANGUAGES IN SECONDARY EDUCATION. A collaborative web space designed for and by secondary school teachers from schools in regions with minority languages. These results will be developed through 24 months of work, 4 Transnational Meetings (Valencia, Dublin, Rennes, Valencia), multiple activities for the creation of materials, pilot tests in teacher training centers and secondary schools, and a large multiplier event in Valencia in 2022.Thanks to the involvement of educational centers, teacher associations, and regional governments in Europe, we hope to achieve high-quality impactful results that can be implemented by many European regions and will facilitate educational improvement in secondary education, a greater compatibility in these countries’ curricula, and a greater inclusion of students thanks to minority