"CONTEXT & BACKGROUNDOur project is based on a genuine and adequate needs analysis at three key levels:1. Individual School Level: target language challenges identified and reflected upon in the workshops at our Transnational Co-operation Activity (TCA) in Dublin last year - ""From Virtual to Reality: Moving from eTwinning to Erasmus+."" This needs analysis led to the formation of our eTwinning project.2. Pan-School Level: target language motivation addressed and further needs for new methodologies identified at eTwinning project stage. This has led to our Erasmus+ proposal, the objectives of which are backed by the European Parliament and Council. 3. European Parliament and Council Level: The Committee on Culture and Education (CULT) is a committee of the European Parliament and one of its priorities is examining the school education systems of Member States. In 2017 a study was published by the CULT Committee entitled 'Minority languages and education: best practices and pitfalls'. The report delivered an in-depth comparative analysis of thirteen language case studies in order to gain insight into the situation of minority languages in education in Europe. Three of our four target languages are featured in the study - Basque in Spain, Irish in Ireland and Swedish in Finland.The report makes a key recommendation for the European Union and its Member States ""to maintain and promote programmes focused on the exchange of experiences and best practices concerning regional and minority languages in Europe."" Our Erasmus+ project is in keeping with this objective. Also, a multitude of countries in Europe have ratified the European Charter for Regional or Minority Languages (ECRML) and the Framework Convention on the Protection of National Minorities (FCNM), which requires these countries to take relevant measures to protect and develop the situation of their national minorities and languages. Both are legally-binding instruments from the Council of Europe and our project dovetails perfectly with their aims.OBJECTIVES1. Improve target language proficiency and digital literacy by creating a more engaging learning environment;2. Increase awareness of the importance of language learning to encourage the wider use of minority/second languages;3. Languages for all - include learners with disabilities and special educational needs, learners from disadvantaged backgrounds and those with language, cultural and social differences. 4. Help develop place identity and language attachment in our pupils. We do this to help increase social cohesion, social inclusion (of newcomers) and social engagement. THE FOUR PARTICIPANTSGortskehy National School, Mayo, IrelandA rural, primary school with 80 pupils and four teachers (3 classroom teachers and a Special Education Teacher). Pupils range in age from 4-12 years old.St. Joan Antide Primary School, MaltaIt caters for 340 girls whose ages range from 4-10 years. In all we have 60 staff members, 17 of whom are teachers, the others being teacher assistants and administrative staff. Keskusta Primary School, FinlandA public elementary school of about 300 pupils, and 30 staff members, of whom 20 are teachers. The pupils are aged 7-13. Our school follows the common, official curriculum of Finland. We have four classes for pupils with special needs. Amaurre Ikastetxea School, Basque Country, SpainAmaurre Ikastetxea school serves 350 students who are aged from 0-16 years. The staff comprises of 40 professionals.CORE ACTIVITIES, METHODOLOGY & RESULTS ENVISAGED1. Integrate digital video creation into our language teaching methodology. We are particularly inspired by the European VIDEOforALL educational project. This is a European project that brings together current methodologies, ideas and innovative practices to teach and learn languages by integrating digital video. - Pupils create videos celebrating European Day of Languages, our countries, Europe Day, our national holidays & Christmas greetings.- Pupils work collaboratively on the melody of a song of their choice and create new lyrics both in their mother tongue and in the target language. Then they record their final product as a music video.2. Actionbound Educational Guides and Google Virtual Tours to reinforce minority language use and place identity.3. Create our own computer games for language learning in a fun way.4. Pupils create digital animations narrated in the target/minority language.5. Staff and Pupil Mobilities.6. Video tutorials for dissemination beyond the project group - TwinSpace Online Meetings (Adobe Connect), Google Tour Creator, Actionbound, Pronunciation ebook.LONG TERM IMPACT- Expand pupils' horizons by exposing them to new cultures and experiences that make a lasting impression on their development. - Improvement of linguistic, ICT and interpersonal skills in pupils and staff.- Transfer of skills and knowledge among participating schools and beyond."