CONTEXT ANALYSIS The school, which runs International Realations and Marketing, Computer Science and Telecommunication, Chemistry, Electronics and Automation courses and a ?Liceo? of Applied Sciences, had 10 final classes (compulsorily requiring CLIL teaching) in the school year 2014-2015 and has 12 in the present school year. OBJECTIVES: ? improve English language fluency for subject teachers in class activities ? learn new teaching methodologies in EL in order to contrast learning failure and encourage students' mobility ? create a team of participants willing to teach using a CLIL approach ? disseminate one?s own experience inside and outside the school involving the local community PARTICIPANTS? PROFILE The participants were 7: 6 NLS teachers (Computer Science, History, Chemistry, Mathematics and Physical Education) and one EL teacher willing to experiment with new methodologies and CLIL approach and eager to improve their fluency in English UNDERTAKEN ACTIVITIES 1) Before departure, pre-course preparation included: ? attendance to methodology and linguistic CLIL courses organized by the Region ? schedule of CLIL didactic units in cooperation with English language teachers ? enrolment of participants to eTwinning website and contacts with other European teachers through the portal tools ? individual study on materials provided by the training centres abroad ? arrangements with the foreign training centre (departure date schedule, bookings, fund transfer, reference person selection to monitor training abroad and give assistance in case of need). 2) When abroad ? A two-week training course with a CLIL approach for NLS teachers or courses relevant to new teaching methodologies for EL teachers, with a final assessment certification of all carried out activities. Exchanging ideas and comparing views on CLIL with other European teachers have played a crucial role in order to set up possible future partnerships. 3) Once the participant have returned to school, they started delivering CLIL didactic units in cooperation with EL teachers in their classes exchanged materials with other team colleagues. 4) A team willing to share CLIL teaching methods has been created and 4 of the participants are currently teaching their own subject with CLIL methodology in 5 final classes. RESULTS AND IMPACT ATTAINED Participants have improved their linguistic and methodology competences in the teaching of a linguistic and/or non-linguistic subject; they have acquired greater confidence in speaking and enhanced their teaching motivation. The teachers? enhanced enthusiasm has a strong impact on students who feel reassured and are more motivated to improve their linguistic competences. One of the expected results has been achieved: there have been many more students (and also some members of the office staff) enrolled in afternoon classes aimed at CEFR certification exams. The school has also created a team of teachers willing to actively promote an internationalization process (CLIL, European projects) while the office staff are more involved in project activities and so will enhance their own project management competences. LONG-TERM BENEFITS An immediate effect on the students has been witnessed and it will certainly be confirmed in the long term, in particular on the weaker and less motivated ones; in fact CLIL teaching will foster students? interest and participation in the lessons improving their knowledge of a foreign language and their speaking skills. The school internationalization process will be enhanced thanks to a greater involvement of students and teachers in European projects (Job Shadowing, Strategic Partnerships, Youth Mobility) in the fields of technical education and/or professional development in a European environment.