An increase in multilingual pupils of migrant and regional origins has led to investigations of multilingual education models (Cenoz, 2009; Hobbs, 2012). Research on strong bi- and trilingual school models shows evidence for the potentials of using multilingualism for raising academic achievement (Duarte, 2011; Francis & Lesaux, 2006). Moreover, mainstream schools which use multilingualism as a resource for learning have yielded positive academic results for all pupils (Bourne, 2013; Bührig & Duarte, 2014; Creese & Blackledge, 2010). Despite these insights, minority languages (both migrant and regional) are seldom integrated in mainstream education. This can be due to a) negative attitudes of teachers b) lack of knowledge about the advantages of using pupils’ home languages as a resource for learning or c) lack of hands-on skills on how to implement multilingual education in the classroom (Fürstenau, 2016). Recent empirical research on the professional development of teachers for multilingual education shows that even small interventions can have significant effects on knowledge acquisition, and proposes the use of digital tools such as computer-based applications (Van Laere et al., 2017). Technology in education is a comparatively new phenomenon; most teachers were not technologically skilled when they entered the profession. As such, not much research has been conducted combining the newest insights on multilingual education with the latest technological developments for educational interventions. The Erasmus+ VirtuLApp project addresses this gap. It includes researchers, game developers and primary schools in highly multilingual European regions in which minority languages/dialects and migrant languages co-exist: Friesland (Netherlands), the Basque Country, Ireland and Belgium. The project uses a combination of digital approaches to target attitudes, knowledge and skills of primary school teachers for multilingual education. Concretely, it will a) develop a collaborative multi-player game for pupils aged 8-12 which can be used in the classroom to raise positive attitudes amongst primary school teachers towards the active use of pupils’ languages; b) increase the knowledge of teachers about multilingual language development through a chatbot (conversational interface) powered quiz played simultaneously by several players; c) provide an online video-toolbox for teachers containing best practices, practical implementation and didactical skills for multilingual education. As the project is in its first year, the presentation will present prototypes of all three products and discuss the technological developments needed for their development. Results of a needs analysis with primary school teachers on the use of digital tools for multilingual education will also be presented.

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