The project idea of intercomprehensive learning was based on EU language policy aims of multilingualism. By sending several teachers to Italy, Portugal and Spain to attend language courses, the mentioned languages were used as bridge language in French or Spanish in order to achive receptive competence corresponding to Romance intercomprehension. The training measures provided a basis for an implementation of didactics of multilingualism at our school and are a prerequisite for successful long-term intercomprehensive learning of the students. Foreign language teaching at our school has been characterized by the use of new media. Resulting didactic and pedagogical challenges require continuing multimedia education. Consequently, a close interlocking between Romance multilingualism and an upgrade of mulimedia skills genuinely reflected EU policy goals during the project. Therefore teachers took part in langugages courses as well as in courses of multimedia in order to upgrade their competence in this field. The target group of the project from our school wanted to be part of the programme because learning a new foreign language make them more aware of how students approach foreign languages. The concerned colleagues wanted to see how similar Italian o Portuguese are to other Romance languages like French o Spanish which are taught at our school. The goal was to combine language acquisition with skills in digital learning as well as to find suitable ways for the passive comprehension of Portuguese o Italian in the context of our daily work with pupils. In the future we will continue this idea in the context of another ERASMUS-project that combines multilingualism with the importance of european cultural memory. The target group for the new project is the group of teachers who have successfully taken part in the project on multilingualism established in 2014. Their previous studies abroad have given rise to ideas to further explore memory spaces. We have planned five study trips (or structured courses) to Italy, three to Portugal and four to Spain (see H, ).Each trip is meant to train two colleagues not only in language skills taught at a local language school but also to add emphasis on historical, religious an geographic aspects. The results in the fields of history, anthropology, geography and cultural studies are to be documented and shared with the school community as well as the public (school yearbook, parent council, local press). Combining multilingualism with memory spaces results in successful intercomprehensive learning and will strengthen the development of new teaching methods and contents at school.