The project reacts directly to the new security situation that emerged in Europe and other parts of the world due to a rapid spread of COVID-19 disease. As a necessary tool to fight its further uncontrolled spreading, severe limitations of free movement and contact of people have been set in most countries affected. As for March 2019, no medicine has been invented and put to regular use yet. Meanwhile, the disease has spread among all European countries and led to a closing of all education institutions in these countries for a regular use. One of the main implications of this development is a severe limitation of education processes, where regular courses and lessons had to be stopped for an indefinite period due to the fact that a teacher and students cannot meet each other and continue in the educational process. Some of the procedures can however be transformed to an online or distance learning mode, which enables the learning process to continue. Among the courses and lessons currently hit severely with a health crisis, language courses possess a special position. These courses are limited not only by the lack of direct contact with the teacher, but also with the lack of options to practice and train their language skills, get instant feedback in direct communication (dialogue, group conversation, etc.). So, the sole transfer of knowledge the students are expected to gather is not sufficient in these courses. The goal of the project is to develop a conceptual framework for transformation of various types of courses into sufficient online/distance form. The concept is based on two premises:●teacher will be developing distant support materials continuously during the standard run of courses●students will use these tools to enhance their involvement in the course, repeat and deepen their knowledge and also to get familiar with distance educational tools their teacher is using●in case of unpredictable absence of a student, distance/online learning tools can be used at least partially to get in touch with content of the lessons the student has missed●in case of unpredictable absence of the teacher, students will be given links to online/distant supportive materials to keep the tempo of lessons (if they decide to use it; otherwise they can obviously ask for a standard lesson with another teacher or to combine both)●in an extraordinary situation when the standard teaching/learning process is impossible to maintain, distance/online tools will be used by both teacher and students to keep up with the original schedule and get ready to achieve original goals of the course.Within the project led by a consortium 6 partners from Germany, Czech Republic, Italy, Poland and Bulgaria, six intellectual outputs will be prepared:●A comprehensive roadmap of types of language courses and its transfer needs to online/distant form●Teacher guide to available tools and methods of transfer●Step-by-step guide for transferring courses●Self-assessment and assessment distant tools for students, teachers and facilitators●Platform for distance/online education●Course Guide for TeachersThe project is thus not simply a guide to use an online tool or to transfer a course with an online tool. Rather, it offers a matrix to find out the best possible combination of tools from a variety available for a particular course, enabling the teachers and facilitators to overcome the time burden and react●quickly enough to not miss the students and time●effectively, so with the selected combination of online/distance tools, the class can keep up with the original schedule●with selecting relevant tools and methods that fit both teacher and students of a particular course For times of standard language learning courses, the methodology will equip teachers and students with scenarios to develop distant and online support materials for language learning, which widens options to overcome absences or delays and be prepared for unexpected complications in the learning schedule.