"The IRIS project is addressed as a priority audience to European teachers interacting with multilingual classes where multilingual students are now prevalent. The project aims:- to offer them educational and didactic tools to enhance the multilingual repertoires in the classes, - to improve the basic skills of the students, - to develop respect for linguistics diversity, - to promote multilingual curricula and the ability of bi / multilingual students to transfer skills from one language to another, - to help refugee students, asylum seekers and migrants to consolidate their multilingual skills. Furthermore, as a first necessary training moment, IRIS offers this target group the tools to draft their own personal language autobiography. IRIS products have been developed in a network by the 8 partners divided into transnational groups. The products have been tested and improved through specific training/action activities carried out locally.The platform that collects IRIS products has been structured in such a way as to allow the use of training and educational materials in an interactive way. - Module 1 on the platform (developed in 5 languages and built with different materials depending on the language) accompanies teachers in a self-reflection path that, starting from the analysis of texts by different authors, ends with the writing of their own language autobiography as a preparatory step before addressing the similar proposal to learners. - The Compendium and modules 2 and 3 on the platform are highly effective tools to develop basic skills (linguistic and communicative), social and intercultural competences and openness to diversity in learners. The materials aimed at promoting individual multilingualism and at giving value to the languages present in the classes; the learners' linguistic auto/biographies and the activities aimed at stimulating their awareness of their own linguistic repertoires and their construction, of the multiple identities resulting from their varied personal experiences are particularly interesting. Module 2 also proposes activities and strategies that allow multilingual learners to become aware of the transversal skills they possess in their mother tongue (e.g. reading, writing, translation/mediation skills), which can be reused in the acquisition/use of other languages. Teachers can use these materials to promote students' awareness of their ability to move between idioms, overcoming the image of languages as closed and ""compartmentalised"" systems.- The comparative analysis of language policies (accompanied by a glossary in the various languages of the partnership) stems from an examination of the partners' responses to a questionnaire that investigated language policies at various levels and good practices in the partner countries. This work has scientific validity and can be used as a basis and model for further investigations into institutional practices at the language level in different countries and contexts.- Finally, the recommendations are the result of local experiences with the many associated partners (especially the schools involved in the experiments in the various contexts) and of the comparison between different institutions and sometimes different conceptions of education and school institution, a synthesis of discussions and verifications that have enriched those who elaborated them and that can stimulate similar analyses and comparisons in groups acting within educational institutions."