In order to meet the new challenges of teaching and classroom management, teachers wanted to observe how other countries were addressing the issue of inclusion. Teachers also wanted to be better trained to teach English in their classrooms. The aim was also to prepare for mobility to other European countries, where English would be the language of communication.
The project participants teach in schools in the same priority education network and work in 4 schools that belong to this network..The schools are located in a disadvantaged area of Lille (Northern France), where families face high unemployment. The work of the teachers has changed considerably in recent years. They are increasingly taking on pupils with special educational needs (behavioural problems, but also pupils with different disabilities (deafness, learning difficulties). They also welcome many pupils with a migratory background. The inclusion of these pupils requires many adaptations (teaching and classroom functioning). Through mobility, teachers wish to develop their social, linguistic and cultural skills, create new contacts and expand their professional network, learn from good practices observed abroad and experiment and develop new learning practices and teaching methods. The four schools wish to open up more internationally to enable students and teaching staff to learn.