In today's society, the learning and mastery of a foreign language is recognized as a necessary and indispensable skill for the new generations that will undoubtedly have to develop in social and professional environments in which to have linguistic competences in more than one modern language. In particular, to master a language of international recognition will be decisive in their lives. Although there are many efforts by public administrations, schools and families to achieve this goal, there is often a certain lack of coordination between the different stakeholders involved. The BiMo project delves into the situation and the needs of the main stakeholders involved in bilingual programmes. One of the groups that undoubtedly plays a prominent role in this issue of learning a foreign language and which, however, is often left out of the decision-making organizational circles and also of the academic research that is carried out on the achievements of bilingual education programmes, are families of children enrolled in public and private schools with bilingual programmes. Families must constantly make decisions regarding the education of their children (at what age to start learning a second language, how to do it, what educational center to choose, etc.) and in the vast majority of cases it is not an informed decision as parents do not know in advance what it really means to join a bilingual education programme. This situation is particularly serious in the case of societies with a monolingual tradition in which parents, because they do not have prolonged contact with situations of bilingualism in any of its aspects, are liable to make uninformed decisions about the education of their children based on mere impressions and partial information from the social environment. The objective of the BiMo project is, with the help of secondary school headmasters and teachers, to deepen the views, impressions and needs of the parents in monolingual societies with implemented bilingual education programmes, and to establish synergies from societies with greater experience in everyday bilingualism and bilingual education programmes in a foreign language. Thus, it is expected to set in motion several lines of action that allow the transfer of information and sharing of experiences between typically bilingual social contexts (in Lithuania and Romania) in an international and/or foreign language towards typically monolingual social contexts (in Spain and Italy). The general assumption is that families and teachers living in societies with a bilingual/multilingual social context, like that of the Lithuanian school due to its Russian language background, and the Romania with a multilingual context, will show a more engaged understanding of bilingualism and bilingual education as compared to families and teachers in typically monolingual contexts (Spain and Italy), where they are starting to question the effectiveness of CLIL bilingual programmes. The information gathered through this project will contribute to the development of necessary competencies so that the secondary school management teams, bilingual programme coordinators, and teachers in bilingual seconday schools following a CLIL-based model can inform and help families before they enroll their children in bilingual schools and once they have been enrolled. BiMo will look into and find solutions for the current situation in monolingual contexts in places like Spain and Italy, where teachers and families are starting to question the positive effects of CLIL programs for the cognitive development of youngsters and their capacities in their first language.BiMo is expected to bring positive and long-lasting effects on the participating organisations, on the policy and educational systems of the countries of the partner institutions as well as on the organisations and persons directly or indirectly involved in the organised activities. BiMo will result in the development and implementation of innovative practices on bilingual schools systems at local, regional, national and European levels thanks to the participation of institutions from different parts of Europe and the attendance of local, regional and national stakeholders to the multiplying events. The specific objetives of BiMo are:1.To design, validate and administer questionnaires and interviews to families and other stakeholders in schools with a multilingual/bilingual contexts to gather information on their expertise and experience on bilingualism.2.To design 3 MOOCs addressed to headmasters, CLIL teachers and families.3.To elaborate a Policy Recommendation Book targeted mainly at policy makers.4.To gather a collection of best practice sources in bilingual education to help stakeholders in secondary schools in monolingual contexts.