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Individual plurilinguality and poor reading skills are relevant topics in society and education policy across European countries. The project initiative responded to three key problems in the field of school, foreign and multilingual teaching practice: - large deficits exist in reading skills in school and foreign languages of pupils at the primary and particularly at the secondary level, - curricula demand a stronger linkage between the teaching of school and foreign languages in place of an isolated language learning, - demands to target the promotion of plurilingualism among learners due to increasing globalisation. In this project, four institutions that focus on teacher education and training co-operated: the Universities of Education in Weingarten (Germany), St. Gallen (Switzerland), and Vorarlberg (Austria), the Ministry of Education, SCRIPT (Luxembourg), and four partner schools with grade 6-8 classes as well as a Swiss primary school.At the core of the project was the didactic-methodological design for a multilingual readers' theater. For this purpose, literary texts were transformed into readers’ theatre texts in dialogic form. Pupils practice reading aloud in groups and afterwards present their individual parts in plenary. The design includes reading aloud by the teacher as an important modeling measure, as well as the subsequent communication based on the literary text between teacher and pupils. The design was developed following the design-based research approach (Van den Akker et al. 2006). Based on close cooperation among researchers and practitioners, the aim of DBR is to generate methodological and pedagogical innovations through systematic design, testing and redesign while working within the school context. The project aimed to contribute to the theoretical foundation of a multilingual approach through collaboration between research and practice, as well as providing a viable product for a multilingual approach to teaching: - a teaching / learning environment entailing multilingual readers’ theatre was developed, which increases the motivation for reading and consequently the reading skills of learners, whilst also increasing the acceptance among teachers and learners to engage more in learning processes in multilingual education settings, - best-practice examples of multilingual readers’ theater were developed that can be transferred to other contexts and allow differentiation according to performance levels as well as the inclusion of minority languages. 32 readers’ theatre scripts that combine different languages (e.g. german-english, german-french, german-english-french-minority languages, etc. ) are available for download from the project’s website (see below).- a professional development module for teachers was developed that instructs teachers in readers' theater and provides them with the necessary skills to implement the design. Two international Multiplier-Events were conducted in order to distribute the training module among those working in the field of teaching and education. A movie showing how MELT can be implemented in various classroom settings is available for download from the project’s website.- the project contributed to the theoretical substantiation of the multilingual-didactic approach in which the teaching /learning environment and multilingual readers 'theater' are supported by solid knowledge of the school and foreign language reading research as well as language teaching and learning research according to the design-based research approach. An international conference on the topic of multilingual reading intervention was held at the University of Education in Weingarten. A significant number of international experts in the field contributed to this event that attracted approximately 100 participants. The following measures are in place to ensure sustainability: All products (the multilingual readers’ theatre scripts, movie, didactical-methodological instructions) are available for free from the project’s website (http://melt-multilingual-readers-theatre.eu/ , see http://melt-multilingual-readers-theatre.eu/en/ for an English version). Next to papers published in educational journals, two books are available for purchase: a handbook that contains theoretical background and practical instructions on multilingual readers’ theatre and a further publication contains a collection of papers presented at the international conference on multilingual reading intervention. In the near future, more dissemination activities are planned (poster presentations, talks, publications). The Universities of Education will offer seminars on MELT to increase the sensitivity and knowledge of future teachers with respect to multilingual reading intervention. Further professional development sessions on MELT are also planned, for example a one-day event to be held in Luxemburg (organized and financed by SCRIPT) in the school year of 2018-2019.