Our school consist of heterogeneous pupils, students with learning disabilities and emotional deficits are taught together with all the others. Many students come from socially disadvantaged parental homes or do not live with parents at all but in certain children’s homes. There are pupils with deficits in their learning motivation, they display a lack of self-confidence and this is displayed by certain behaviour (kids with emotional-social problems). Especially these pupils should be motivated in electives. Here they can express themselves and discover hidden talents. Through these selectable electives the kids are being motivated and can identify better with their school. The project “language in action” means that the electives are bilingually taught – some results are presented in English, classroom language switches from German to English. Examples of these electives are: Drama, movie club, poetry slam, debating club, starting an exchange. These electives should lead to an increased motivation for the foreign language, a more rapid progress, generally to a better performance and also make the student better equipped for their professional life, internationalise the language education and apply more diverse teaching methods. Children with social disadvantages and learning difficulties should be interested for foreign language through creative and freer elective courses. The artistic expression is a way for receptive and active learning practice. Creative bilingual courses help students from different backgrounds to meet on equal ground because each can contribute something to the creative process. Students choose their own subjects and find their own expressions, they create a real exchange. English serves as a means of communication, but in these courses the correctness isn’t rated but the courage to try something new, the creativity and commitment. Thus a lot of pressure is taken from the kids. The kids experience language as a real means of communication, they express their own feelings, thoughts and ideas. What is expressed in a subjective and active way (e.g. poetry slam, drama class) is better internalised. The kids find themselves in authentic speech situations which they not often find in traditional classes. Other key competences and soft skills are promoted. The projects require teamwork, the ability to discuss, and also lots of stamina. The self-confidence, cultural participation and intercultural learning is promoted in these projects, children with an immigrant background can be better integrated. Creative bilingual drama and film courses also create interdisciplinary connections, e.g. to ethics lessons (Subjects "Feeling foreign"). These courses provide students with different backgrounds a platform and provide the opportunity for genuine encounters. Here the chance of a real approach is given and the heterogeneity of the pupils can be counteracted. And additional willingness to apply additional energy for the foreign language can be aroused. In a broader sense this all should create an awareness and understanding of other cultures and countries where English is a neutral and linking language.