"The heterogeneity of learning groups in most classrooms poses common challenges for teachers in many European countries, although there are also specific characteristics within the countries. Three overarching aspects have been focused in this project: 1) A growing number of students speak a different language at home than in the classroom. Therefore, teachers cannot and must not expect students to master the language of instruction at school. 2) In all countries, also children with a socially disadvantaged background attend school. The opportunities for parents to support children do not always correspond to the support expected from the school. While family literacy offers have established themselves in Ireland, for example, these are unknown to most schools in Germany. 3) In addition, children with different learning requirements should learn together in the schools. Keywords such as ""inclusion"" have become buzz words, but the pedagogical possibilities for action are far behind what the popularity of the term might suggest. Last but not least, there are also such children in all countries who do not achieve the learning goals of the class and only learn to read and write with difficulty, or fail completely due to the tasks.Teachers play an important role in supporting children who have reference points in one or more of the above areas. Their knowledge and skills enable the teachers to create educational opportunities in a heterogeneous learning group that enable all children to expand their skills. The aim of the MLM Project was to provide (above all) teachers on the topics of multilingualism and literacy support with theoretical background knowledge as well as concrete examples of practical support. Concrete teaching materials for instant use on the next day should also help teachers to integrate the content presented into their own everyday lives. The combination of theoretical and practical content meets the needs of teachers in a special way. The developed content was made available on two platforms: In two online courses (MOOC, massive open online course; www.literacymooc.eu) and on the learning platform (www.euliteracy.eu). Content is available in German, English and Catalan, although there is no synchronous translation of all content; this was not intended. Rather, some content has been translated, others are only available for individual languages. The contents are videos, texts and teaching materials.The six participating institutions from five countries were able to contribute with overlapping and individual competences: In Germany, there was close cooperation between the Pädagogische Hochschule (""Pedagogical University "") in Freiburg (specialised in teacher training) and the Adolf Reichwein Bildungshaus (""Adolf Reichwein Educational House""), a state primary school and school for educational assistance with a proportion of students with a migration background of over 95%. The Universidad Autonoma of Catalonia brings special competences to the teaching of students who do not speak the language of instruction as their first language.The NCI (National College of Ireland) is an independent tertiary education institution. In 2006, the College founded the ELI (Early Learning Initiative), which deals with the specific problems of socially disadvantaged families.The partnership with the University of Sheffield was changed to a smaller role in the course of the Brexit referendum at the request of the university even before the application was submitted, since it was uncertain at that time how the political situation at the university would develop over the duration of the project. The university's expertise lies in multilingualism and literacy research, as well as in family literacy work. The University of Luxembourg has linguistic education and multilingualism as key research priorities.The main activities of the project were the conception of the two Moocs (massive open online course), the writing of articles for teachers and the creation of specific teaching materials. All content will be made available on the learning platform as well as other content arising from the other IOs (e.g. questions and answers, case descriptions, integrated into other work).The project can present phenomenal figures on the results achieved and their impact: In the period from May 2018 until today, more than 50,000 clicks were registered by more than 35,000 people on the contents of the learning platform and the Moocs. Thus far more people were reached than the project team had planned at the beginning of the project."