We are three teachers of a small rural school situated in Moustoir-Ac in the Center Morbihan. Our main objective is to prepare pupils for their lives as future world citizens and to promote equality of opportunity in the acquisition of their knowledge and skills by fighting against disconnection and academic failure. Pupils, from the first to the 5th year of primary school, benefit from the teaching of a foreign language, English. We noticed that our pupils had difficulties to perpetuate English learning achievements, particularly in oral communication situations and written understanding, in their apprehension using and expressing themselves in another language than their native tongue as well as in sensitization to the English-speaking cultures. Based on these observations, we question our educational and didactic approaches in terms of phonology, grammar, accentuation, our teaching tools, methods and personal linguistic practice. Furthermore, the context of our school and the specific needs developped above, bring us to think concretely about the interest to begin an English-awakening from four years and the creation of workshops between classes. We think beginning early the english learning, it will be easier for children to use to ear other sounds of an other language. Moreover, being that there are only three teachers in the school, we work more collectively in co-operative team-projects. Consequently we are involved and feel responsible for the entire school “career” of each child and their success, be it in the A1 skills-base test, or elsewhere. The purpose of this candidature is in education and teacher-training through the Erasmus Program, but it is also an opportunity that would enrich how we work as a team, it would permit our organisation to expand and diversify their skills and to enter into a new dynamic of cultural openness. Teaching a foreign language requires a level which is evaluated during the main formation of a primary school teacher. However, without regular use of the language, an update of our didactic skills and additional training, we identify the limits of the assistance which we can give to pupils. Being very interested in this mobility project for education and training purposes, within the framework of the Erasmus + program, the CE2-CM1-CM2 teacher, Miss Lucie Duchier volunteered. In our educational institution, Lucie is responsible for the obtention of the Level A1-skills base and the connection between school and college. That is the reason why it seems appropriate to us that she participates in this training scheme of linguistic and methodological reinforcement. This experience in mobility,with courses and immersion in the host country’s culture, for Miss Decourcelle Stéphanie and Miss Duchier Luice, should enable them to feel more comfortable with English language practice. This would also allow them to discover new approaches and educational tools and share these with their teaching colleague, upon their return. This experience would also give the three of us, the opportunity to explore the axis “cultural openness” of our school project, bringing an European dimension. Throughout 2015-2016, we expect to implement the benefits of this training scheme through shared working sequences and concrete and innovative projects for our pupils, so allowing them to integrate oral structures they have worked on durably to become more and more autonomous in simple communication situations. This enables us to be sensitive to the European culture and identity. We would like spread this experience with teachers. With this training in mobility, we would like to develop the English level of usage of the pupils, estimated to be at the Level A1 (of the skills bases/in the European framework) and inscribe them in a personnal approach of progress thanks to the language passport Europass. We would also like to make them discover an unknown english country (Malta); conceive and share projects with other French-speaking and English-speaking classes by setting up various partnerships such as with college professors in our area, the Twinning Committee and other European classes and educational institutions. It’s within our competence to valorize European citizenship among our pupils, and the learning of a foreign language is one of the fundamental tools that we possess.