The IES Comarcal in Burjassot (Valencia) has been supporting since its inception the teaching of integrated languages, therefore the different projects and activities carried out in our school over the years are some clear examples of this initiative. Since 2008 this Secondary School has been participating experimentally in the implementation of multilingualism in our classrooms through project works, individual teacher training or participation in European projects in English, until our incorporation into The Network of Plurilingual Schools in Valencia in 2011. Specifically, during the 2011-2012 academic year, the multilingual programme is introducted on 1st Grade for the first time, and the multilateral Comenius project “Towards Democratic Citizenship Through Equal Opportunities" is also completed then. During the 2012-2013 course, the Comenius project of Individual Pupil Mobility was applied, and it is operating in the current academic year with the vocational school F. Borghese ITCG Patti (Italy ). In this project participants work in both English and Italian languages and, at the present time, three students from each school are enjoying this mobility programme. A new multilateral Comenius project "Let’ s love , let‘s know , let’s protect our enviroment" has been approved for the period 2013-2015 and the IES Comarcal is the Coordinating Center. Our teaching staff has also been involved in the English Language Continuing Education during the 2012-2013 academic year . Regarding the implementation of the multilingual programme at our school, it has been gradually introduced in the consecutive courses levels 1st, 2nd and 3rd of ESO, where it currently is . Our participation in the Erasmus+ programme would offer to our school community an opportunity to improve the knowledge of the English language, which is the teaching language for some subjects -Natural Sciences and Technology- in the 2013-2014 multilingual programme. It would also help our teachers, who are attending English training courses, to update their linguistic and communicative competence in English, as well as the opportunity to meet other educative systems, methodologies and cultures. Thus, BUILDING BRIDGES FOR THE FUTURE project, which we are requesting, aims to emphasize the idea of multilingualism through CLIL -methodology already used in our school - as well as the use of new technologies in the teaching-learning process. Furthermore, and according to the actions described above and developed in recent years , there is a clear commitment of our school to the internationalization of the institution basically contacting other European schools . Moreover it is especially relevant to advance the idea of active citizenship , but also the concepts of coexistence, attention to diversity and combating early school leaving in order to contact with other educational institutions with the idea of establishing relationships, making learning exchanges and carrying out "job shadowing " practices in the future. In conlusion , there are four basic axes in our BUILDING BRIDGES FOR THE FUTURE project : 1. Training in CLIL methodology for teaching non-language subjects in a foreign language . 2 . Updated and improved the English language communicative competence. 3. Use of new technologies in teaching . 4. Cooperation with other teachers and schools in the European environment to promote the building of networks and knowledge. Additionally, these training activities try to influence other four basic points: a) Combating school failure and early school leaving. b ) Working for equal opportunities and the development of democracy. c ) Deepen the idea of responsible citizenship and European awareness . d ) To enhance international cooperation for the development of the institution. Finally, these three applied training courses for teachers seek immediate influence throughout the educational community of our school, as we have already proved by ourselves from previous participations in several European programmes, and since the spread and impact of these actions has not only been adhered to a purely academic level, but it has sought and it still seeks to reflect the European dimension of these actions in the context in which the school is located.