• Project context Our school needs to adopt the idiosyncrasy and characteristics that should identify a bilingual school ; that is, to acquire some intercultural signs by which the students identify themselves instinctively with the use of foreign language. Thus , we need to build an academic and social context in which students can find more opportunities to use the English naturally. And so, that the English language is introduced with greater force in the school environment in which students develop and operate during much part of the day. Therefore, the English language becomes the vehicle of intercultural transmission , either by extracurricular activities such as cultural or sport events or, even, in the dynamic of operation of the center , as part of the reality in which a person develops daily. It is important, to develop a quality project , that all participants get intercultural issues constitute an intrinsic part of school life, in and out of the center, in collaboration with other organizations. Therefore, the project will foster relationships between teachers and students from different local/regional/national/European environment , using tools such as eTwinning . To achieve this, during the two years of the project, will be carried out a series of specific actions to promote bilingual education through European multiculturalism through out school and extracurricular (cultural and sporting) activities. • Profile of participants Overall, the 13 project participants are secondary school teachers with great motivation as teachers and very involved in school activities, in and out of the center, either cultural and sport events. In turn, these teachers demonstrate in their daily teaching a high degree of interest in the modernization and renewal of curricula, as well as new methodological and pedagogical approaches. These participants are: 4 English teachers, 5 teachers and 4 MNL teachers who want to improve their skills in English to be enabled as bilingual teachers. • Training activities 1. Language training courses to improve English skills of some teachers and be enabled as bilingual teachers . In addition , training courses that emphasize on innovative methodological and pedagogical techniques in teaching English as a foreign language and the integration of a foreign language through the specific content of non-linguistic subjects. 2. Observation periods in schools of two European countries ( United Kingdom and Finland) who have demonstrated excellence with regard to methodological and teaching approaches and classroom management . Through these activities , we will achieve realistic goals: - Strengthen the professional profile of teachers involved in the bilingual program. - Promoting linguistic diversity through the use of English as a foreign language . - Add a European three-dimensional value (culture, language and society ) in our center. - Encourage students face new forms of cooperation with other institutions. - Improve the level of key skills in our students to build a cohesive context between European countries. • Impacts/outcomes on teachers, students and target audience - Increased appreciation and motivation for the English language and culture . - More participation in extracurricular activities. - Increased sensitivity towards social and human dialogue . - Increased active participation in society , at the local/regional/national/European . - Increase in the development of a sense of citizenship and European values. - Increased understanding and sensivity to social , cultural and linguistic diversity. - Improved strategies for organizing teamwork and democratic participation. - Increased ability to activate changes in the modernization within educational organizations. • Benefits in a long term - Increased professional commitment and development. - A multicultural environment rooted in our school where the use of the English language will become part of our daily life. - A professional environment more modern, dynamic and committed in academic life. - Students with increased capacities to assimilate a social, cultural and linguistic diversity in Europe. - Increased level of key competencies in our students to build a cohesive context among Eurpean countries. - Increased capacities in students and teachers to strengthen European cooperation with other partners in the field of education. - High number of mobilities through cooperation between the world of education and the workplace.