CONTEXT OF THE PROJECT The Department for Education of the Government of Navarra, which stands as the Coordinator Institution for this School Education Consortium, is the Public Educational Administration in the Autonomous Region of Navarra (Northern Spain). One of its priorities is the promotion of teaching and learning of foreign languages among teachers and students. As a consequence, there is an increasing number of Primary and Secondary multilingual schools in Navarra, which teach different subjects in English (CLIL approach-Content and Language Integrated Learning). Among all the Primary multilingual schools, which are called PAI (ELP-English Learning Programme) in Navarra, there is an important core of small rural schools in a disadavantaged situation due to their small size and their geographical location, with limited access to the learning of foreign languages in comparison to other urban and much larger schools. Due to its orography, Navarra shows a big geographical dispersion. The students living at those locations are in a clear disadvantaged position. These schools have a small number of teachers, who must often work in more than one school at the same time. In order to guaranty the equality of opportunities, the Department for Education aims at the participation of this kind of schools in different programmes promoting the teaching and learning of foreign languages, as included in the spirit for the internationalization of the Education system in Navarra. Once the needs of these schools, concerning their internationalization and their teachers' training have been detected, and taking into account their limited means so as to to be able to to manage this kind of projects, the Department for Education decided to lead this School Education Consortium. NUMBER AND PROFILE OF PARTICIPANTS This Consortium consists of 4 members, all of them being rural schools that work through the CLIL approach. 2 teachers in each school got involved in mobility activities. The participants' profile is mainly based on their active involvement in the ELP programme; that is to say, it deals with teachers who teach different subjects in English. It also allowed English teachers, as well as those who will be working in the ELP programme in the near future to be able to take part in the mobility activities planned in this project. DESCRIPTION OF ACTIVITIES -CLIL and ESL methodology and language courses for 6 teachers (5 during the summer and 1 during the school period). -Jobshadowing in Malta and Finland for 2 teachers, both during the school period. METHODOLOGY TO BE USED IN CARRYING OUT THE PROJECT The project methodology has been predictive, adapting the project to the schools' needs. There were 3 phases: 1-Design team project management, project plan creation, resource orientation and preparation, approval of final project plan and its participants. 2-Execution and control: project execution plan, project tracking, change control, reporting, modification of project acceptance. 3-Project closure: project evaluation and knowledge transfer. DESCRIPTION OF RESULTS AND IMPACT ENVISAGED 1-Improvement in English language proficiency of students due to the improvement of oral communication faculty. 2-Wider range of resources, knowledge and teaching strategies. 3-Search for potential partners for KA2 School Strategic Associations. 4-Transmission of European social and cultural values of teachers gained in its activities. POTENTIAL LONGER TERM BENEFITS 1-Strengthening the multilingual program in rural schools. 2-Improving basic skills towards the goal by 2020. 3-Ability to find partners through the mobility activities, the European School Gateway, and/or the etwinning tool.