IES Gómez-Moreno is located in a neighborhood in the outskirts of Madrid. The school has a staff of 67 professors, 14 of whom are authorized to teach in English, who serve 651 students. The school has a successful English-bilingual program, which seeks to improve the linguistic competency in English of a group of 8 professors and 2 sign language specialists by creating, sharing, and spreading CLIL teaching materials, not only during the 15 months of the project, but even beyond if possible. In addition, we have detected a need to better include socially disadvantaged students, and what better way than addressing the diversity through teachers, specialists, and teaching assistants that surround the students. There is a need to modify the classical methodology and include new techniques that lead to a reduction in drop-outs, absenteeism, and discrimination, all of which from a European framework in which we feel ourselves to be fully integrated.When selecting the most suitable staff, in the event that we are not granted all of the transportation, the team formed of the 8 professors and 2 specialists, has decided that priority will be given to those who most directly assist the students with hearing difficulties or social disadvantages and that last priority for transportation assistance will be given to those professors whose work is least related to the students. Another criteria will be to give priority to the teachers whose aims include to achieve certification to teach in English, thus strengthening their position in our school.There will be regular meetings where we will discuss and solidify our actions in regard to the carrying out, dissemination, and participation of our project. Two transportations will be reserved for the development of the sign language interpreters' language skills, and the rest in order to improve methodology, which will involve attending structured courses of 25 hours per week for approximately two weeks. The rest of the time will be devoted to linguistic knowledge and immersion through culture, gastronomy, and family life.The duration of the project has been chosen with the objective of all the participants being able to use their transportation during the month of July, and with 15 extra months in case of any extenuating circumstances preventing them from making the trip in July 2016 so that they may then do so in July of the following school year.The evaluation of the impact on the school will not only be upon return from the trip, where the professors intend to obtain their English-teaching certificate, but also with the passage of time, with far-reaching effects on the students, families, and school organization. For this, a protocol is being designed for an evaluation through which all of the aspects of the educational community will be evaluated and ordered from minimum to maximum execution. The results will be disseminated through the institute's website, Facebook account, and the social network eTwinning. In addition, it is also expected that the team of professors that make this academic excursion will acquire skills in teamwork, collaborative methodology, and work projects, and that they will succeed in minimizing the difference between the program and section groups of our school, reducing segregation resulting from unequal language skills.