Literacy figures in success in post-industrialized countries yet many adults immigrate without basic native language literacy (7% - 15% of all immigrants, particularly women). Most research on reading development is on children, so in 2004 a group of Dutch, UK and US researchers established the inter-disciplinary Low-educated Second Language & Literacy Acquisition forum to fill the evidence gap on such adults’ reading development. Research confirms that low-educated adults learn to read similarly to children but that they still struggle to gain basic literacy. To determine why, the Netherlands and UK with Danish, German, Spanish and Swedish partners participated in a 2-year LLP partnership (EU-Speak) to consider classroom practice, materials, assessment, teacher training/development and policy, and found well-qualified teachers determine quality of delivery and student success. LESLLA teacher training/development is highly fragmented and EU-Speak-2 takes a sub-set of these partners and expands to include Newcastle, Amsterdam, Cologne, Finland, Granada and the US. The aim is a supra-national on-line LESLLA teacher training/development curriculum with local variations. Consensus is first sought from stakeholders on required LESLLA teacher knowledge/skills. Then current LESLLA teacher training/development is catalogued and knowledge/skills mapped onto training/development. Next, the feasibility of addressing the needs of a multi-lingual, multi-cultural sector of full-time, part-time and volunteer teachers is tested via an on-line study-group-based workshop. With information on skills/knowledge, training/development provision and the international workshop, EU-Speak-2 will use an on-line specialist to design the framework of a supranational curriculum. Throughout the project, all levels of stakeholder will be consulted and the cooperation of high-level governmental and non-governmental organizations will enable post-project implementation of the curriculum.