Our schools are situated in an environment characterised by different degrees of social deprivation and complex social situations. We face a real challenge to consistently develop the basic skills and key competences of our pupils, while committed to build strong learning environments for all of them. We aim at building teaching and learning strategies adapted to the wide range of learning needs of our pupils. We focus on teaching and learning of foreign languages because it is an important element in the pedagogy and the didactics of our schools. We want to improve the pupil’s proficiency in English and/or French in combination with the language of the respective schools , more specifically pupils in the transition from primary to secondary education. The way in which we address this transition has an important impact on the future career of our pupils .Throughout this project we will promote a comprehensive approach to language teaching and learning. Bilingual education and CLIL aim at strengthening language proficiency as well as knowledge of the content course . The techniques of CLIL/bilingual education (scaffolding, visualization and a mix of strategies) prove to be very effective especially for weaker learners. The exchanges between pupils from different countries and their cooperation in cross-curricular projects will stimulate their motivation to learn other languages. Language awareness is a necessity to achieve the linguistic goals set up in our schools for which we have to strengthen the teaching competencies of the teachers’ teams. We are convinced that we can improve our skills and strategies through working together. A comprehensive approach not only implies making linkages between the different courses and cross-curricular teaching, but also structurally integrate a strong language policy in the overall organisation of the school and mainstreaming cooperation throughout the school. A language policy plan in which objectives, strategies and activities are linked on the level of the school will support this. This project should be funded because the output will help our schools to better cope with social deprivation and diversity and can help schools in similar contexts. At the end of the project our pupils will have a positive motivation towards language learning and possess better language skills and key competences ; the transition from primary to secundary education will go smoothlier. Teachers will feel more motivated and more self-confident to use innovative teaching methods and the management will implement a language policy plan and professional learning communities in their schools.