Reading Beyond Borders: A European Book Adventure

Summary

All students who participated in the project read at least two books: the one chosen by the teacher in their own country and one from the country they visited. These were "The Transformation" by Franz Kafka for Austria,  "Typescript of the Second Origin" by Manuel de Pedrolo for Spain, "The Paul Street Boys" (Hungarian: A Pál utcai fiúk) a youth novel by the Hungarian writer Ferenc Molnár for Hungary, and  "As Red as Blood" by Salla Simukka for Finland. The students studied the novels, compared the storylines, identified behaviours,considered the impact of the plots on readers. The students turned the books into, for example, sequences, songs and plays which  enabled them to engage collaboratively with the books and their stories. The emphasis was on encouraging students to think deeply about the themes and ideas presented in the books, and to compare and contrast the ways different cultures perceive and express those ideas.  

Reading books and, in particular, discussing their themes are excellent ways to improve vocabulary. Not only are the students exposed to plenty of words and phrases they may not have encountered before, but they also need to use the new vocabulary when they are given prepared tasks related to the books. Thus, encouraging students to read more can help them to improve their vocabulary and, in the long run, their overall language proficiency. 

Numerous teaching and learning methods were used during the project.

“It was rewarding to see how students learned not only about literature, but also about different cultures and how people from different backgrounds perceive things differently or similarly.” 

Topic(s) addressed

• Reading, writing, literature 
• Cultural awareness 
• Digital skills 
• Bullying 
• Change 

Target group(s)

• All students and staff from all participating schools 
• Students that participated in the mobilities (18 students/school) 

Methodologies used

Variable tasks: practising reading, writing and communication skills. Tasks completed during the project can be found in the project activity book.  

CURRICULAR INTEGRATION AND COMPETENCES 

Literacy  - identifying and understanding emotions, expressing feelings, facts and opinions, communicating orally and in writing. 

Multilingualism - developing communication skills in English and learning selected pieces in the partners’ languages. 

Numerical, scientific and engineering skills -  becoming familiar with STEAM and IT (webpages); solving everyday problems. 

Digital and technological competences - using ICT tools responsibly and purposefully for learning, collaboration and enjoyment. 

Interpersonal skills, and the ability to acquire new competences - developing relationships with peers, working creatively with others. 

Active citizenship - participating in social life and understating the concepts of sustainability and European integration. 

Entrepreneurship  - developing creativity, critical thinking and problem-solving skills, as well as the ability to work collaboratively. 

Cultural awareness and expression - developing knowledge of local, regional, national, European and global cultures, including languages, traditions and heritage. 

Innovation environment

During the final mobility activity in Finland, the short play scenes were co-directed by students on a drama directing course. Directing the project’s scenes was a part of their drama studies. 

Teachers’ role

In Hungary, teachers developed their skills in CLIL, digital pedagogy, and project-based learning, sharing best practices nationally during Pasaréti Methodological Days and Erasmus Day events. The Hungarian partner built strong international networks, embedding a European dimension into school life. 

In Finland, the project internationalised daily school life, engaging host families, local drama students, and teachers beyond the core Erasmus+ group.

In Austria, teachers and schools experienced professional growth, shared best practices, and strengthened international collaboration. 

In Spain, the teachers introduced new approaches to reading and storytelling. Literary works and related activities have been added to the English curriculum for second-year Baccalaureate students. 

Impact and output

Direct impact on the target groups: enthusiasm for reading literature increased noticeably. 

Inclusion of participants with fewer opportunities: the project included several participants with fewer opportunities,  whose participation was made possible by Erasmus+ funding. 

The spill-over effect was clear:  the wider school community learned  about the project via social media,  at whole-school gatherings where it was presented, and during the Finnish mobility activity.  

The project showed that literature is valuable and that reading need not be limited to simply reading a novel: learners can play with stories and create new ones based on works they have already read. Being creative is fun.

Learn more about the project