<< Background >>In Europe, hundreds of languages are endangered as they are not being passed on to the younger generations and are progressively disappearing. This does not only threaten the language itself, but also the culture linked to it. A main problem is that endangered languages are often under-resourced, which means that materials and tools for schools to integrate or teach endangered languages are scarce. Additionally, languages are often either labelled as economically more or less beneficial. Such tendencies constitute obstacles for preserving and fostering endangered languages, especially in educational settings. The OWL+ project wants to detach endangered languages from market-value-based attitudes and re-introduce them as valuable social factors with the focus on educational settings. The project will develop tools and resources to innovate school curricula and offer materials that enable teachers/educators to accommodate endangered languages in their classrooms and other learning settings. Teachers and educators will also be equipped with skills to take ownership of their cultural heritage. As endangered languages are viewed as a vital social factor for their communities, the project also targets community leaders (such as councils and local initiatives), which are an integral part of endangered languages’ support structures.<< Objectives >>The objective of OWL+ is to innovate in curriculum building for and about endangered languages by contextualising them within the big picture of language diversity in Europe and by providing stakeholders with practical tools to help them foster the transmission of the language. The project’s aims are to: 1) support teachers and community members in leading the creation and enhancement of curricula by making use of local resources and digital methods; 2) empower speakers and learners of endangered languages to create new domains of use through education and social entrepreneurship; 3) develop and make available a set of digital didactic materials, free of charge for communities across Europe and the wider public, regardless of the nature of their interest in language; and 4) raise awareness of European linguistic diversity in an optimistic tone, fostering a positive attitude towards multilingualism in mainstream education. Our project’s audience is primarily schools (teachers, trainees, school staff) from areas where an endangered language is spoken, as well as the community leaders (associations, councils, cultural initiative leaders) that are investing themselves in maintaining the use of the language. Our commitment is to provide them with tools to become more independent in their endeavours and to empower them to take ownership of their cultural heritage.<< Implementation >>Next to activities related to project management, we will organise four multiplier events (ME) and develop three project results (PR). An important aspect is the active involvement of our associated partners in the production of project results 2 (The Module: Teaching and Learning in Linguistic Diversity) and 3 (The Handbook: Documentation-Based Curricula for Endangered Languages). Our associated partners are schools and community centres working in contexts in which endangered languages are used. We will ask them for their feedback on the module, and work closely together on the production of the handbook. The consortium and the associated partners will gather data (through e.g. surveys, classroom observations and interviews) to identify the teachers’ and pupils’ needs and expectations concerning the handbook. Further on we will pilot some of the designed activities of the handbook in cooperation with the schools and community centres. The multiplier events will facilitate the presentation and promotion of the project and project results. The events will be an opportunity to learn about digital methods and a chance for educators to network with other teachers and stakeholders who are active in educational contexts of minority and endangered languages. Our associated partners will also have the possibility to share their experiences of the project results with a broader audience at the multiplier events. Regarding activities related to project management, we will distribute the work between organisations with research foundations and organisations with a community-driven approach. The duties are distributed as follows: Tallinn University will bring in their technical expertise. Following the consortium’s needs assessment, their main task will be to select a hosting service that fulfils the project’s requirements, and to take on the integration of the content in a way that is attractive and effective for learning. Fryske Akademy (FA)/Mercator European Research Centre (MERC) as the coordinating organisation will be responsible for the project’s coherence and progression during its 32-month lifecycle. FA/MERC brings into the project a strong international outlook; they will ensure that the result is transferable to minority language communities across Europe. They will lead the creation of project result 2, and, given their experience with European projects, set the bar for dissemination activities. CIDLeS, given their extensive experience in the mobilisation of language documentation data, will lead the creation of the handbook. The team at Nord University have a long-established working relationship with South Saami groups. Together, they play the role of advisors making sure that the activities take into consideration the needs of Europe’s indigenous groups, a crucial factor that determines the transferability of the project’s outcomes. The Rēzekne Academy of Technologies brings in their first-hand experience with language maintenance but also raising awareness of the nature of their distinctive identity. As such, their role will be to advise the rest of the partners during the creation of the project results to ensure that the solutions proposed are transferable to the Baltic region.<< Results >>The project will produce three project results: 1) An e-learning platform that responds to the current market challenges. This will include a design and user experience that lives up to the learners’ expectations, well-informed content, and a plan to keep the materials accessible beyond the end of the project. 2) An online module aimed at deepening the understanding of the linguistic needs of communities across Europe among school staff. The module will be organised in units with multimedia content and includes self-assessment quizzes. 3) A handbook for teachers and community leaders that facilitates the creation and renewal of curricula in under-resourced languages. The handbook will provide step-by-step instructions and templates, with a strong focus on strengthening language domains in and outside schools and promoting intergenerational communication. The consortium will follow a multidisciplinary approach drawing on multilingualism, intercultural communication, education, and language documentation. The development of the e-learning platform will rely mainly on the partners' previous knowledge, with an element of testing and questionnaire-based feedback. The module and the handbook will be a product of recommendations from academic research combined with feedback from bottom-up implementation. For these two outputs, the consortium will work closely with its associated partners to ensure that the theoretical concepts are adequately bridged and that the activities are implemented with enthusiasm from the pupils’ part. The expected impact is a deeper understanding of the needs of a linguistic community, a more proactive relationship between communities and teachers, and the empowerment of teachers and community leaders to take on the challenges of a multilingual and ever-globalising world.