The project idea came from the analysis of the personalised learning in the current European environment, and European national policies. Project partners noticed that there was a little focus on the personalisation of learning for adults, especially in informal environments. In view of the situation, the aim of PLGE project was to provide language teachers with a set of innovative tools in an individual platform, along with the skills and knowledge to be able to offer adult learners high quality, personalised learning opportunities in adult, group language courses. The objectives of the project were to:1. Form a holistic and innovative methodology and strategy to personalise for use in adult language learning environments, design and create a series of intellectual outputs.2. Increase the capacity of L2 language teachers [second language teachers] and educational staff to be able to apply the personalisation techniques currently being used and developed in public sector teaching, in adult learning environment.3. Increase the capacity of L2 language teachers to be able to offer high quality learning opportunities.4. Apply the benefits of personalised learning in an innovative way and in a different context: for adult learners, studying in group environments.The partnership consisted of language schools (Eurospeak, FORIUM) and adult education organisations (CWEP, FYG, QMED) also dealing with disadvantaged learners. Each member in the consortium either provides language courses or cooperates with language trainers and in addition, CWEP has IT expertise sufficient for development of digital part of the intellectual outputs. The direct target group of the project were language teachers and indirect target group were language learners, especially disadvantaged. The project directly involved over 2000 participants. The main undertaken activities in the project included work on the main results, meaning that the activities included searching for differentiation methods and techniques, for most frequently used LNA and ILP templates and OERs, work on content, digitalizing the materials and their extensive testing and improving. Important activities included quality assurance and dissemination of the outcomes in order to assure their exploitation also in other EU countries and other fields. The dissemination included Multiplier Events. The results of the project include tangible results which are three main intellectual outputs: IO1: Handbook/Guide on Differentiation (Differentiated Instruction) in L2 Learning Environments – handbook/guide based on the successful use and implementation of differentiation techniques in group learning environments, IO2: Standardised Modular ILP (Individual Learning Plan) Framework for L2 Learning Environments – a framework for designing ILPs based on student/class demographics, interests, initial level of knowledge etc.IO3: Interactive Electronic ILP and e-Learning Resource Platform – an automated type system, through which teachers and students can both log in to see their progression, short-term and long-term goals. It includes Interactive Electronic ILP System and Electronic Resource Library. Besides intellectual outputs, the project created dissemination materials (website, social channels, leaflets, newsletters, articles, presentations) and working materials including plans and very important intangible results in the form of benefits for direct and indirect target groups, participants and participating organisations. Among others, these are: increased capacity of L2 language teachers and educational staff for applying personalisation techniques, increased ability of adult education providers to offer high quality learning opportunities, increased awareness about various differentiation techniques of teachers, learners and stakeholders, and more effective work of teachers and learners as knowing which techniques makes their work more effective, improved awareness of self-study, long-term goal setting skills and ICT skills of learners. The impact of the project exceeded the expectations. It can be seen in partners’ organizations, their staff and learners, L2 language teachers, operators in the field of adult education. The most important is that all who participated in activities or at least heard about its results, have better awareness about the effective ways of teaching/learning the second language and available tools that can help in rising skills. Moreover the usage of the PLGE results itself helps in increasing ICT skills.