Data from European research focused on language learning show that language learners mainly focus on better career opportunities, because of their desire to study foreign languages, but surveys also show that one of the languages frequently used in Europe and the world, typically English and German, plays an active role in the exercise of leisure activities, especially English and German. Living, everyday, out-of-school informal language learning and use are therefore an important motivation factor in language learning. The experience-centered, informal methods that actively involve the pupils are usually not, or difficult to ensure, within the classroom. Although it would be a fundamental requirement in secondary school foreign language teaching that, in addition to developing communicative competence, learning about the target language culture should also take place, pupils‘interest in foreign language culture is often difficult to accept, not only because of shortcomings in pupils’ language skills but also because of their motivation. The application frameworks designed by the University of Pannonia would allow the teaching of language classes in the relevant secondary schools of the Central and Western Transdanubia region to be expanded with complementary non-formal opportunities, effective experience pedagogical methods and wider use. Language teaching, conveyed to the target group, i.e. students from high school and vocational grammar school in 9-13, foreign language teachers closer to their age, through experience pedagogical tools and making extensive use of technical opportunities (e.g. e-learning, interactive electronic learning materials, demonstration) is more successful in attracting secondary school pupils’ interest in language learning, as well as developing their language competences. One of the important benefits of implementing the opportunities offered by the application is the dissemination of non-formal forms of extracurricular language learning (e.g. language specialists, groups of students, language camps, foreign language learning sessions) and the implementation of programmes supporting the knowledge of the target language culture. The competition includes two types of activities aimed at learning foreign languages: on the one hand, non-formal language sessions held on a weekly basis (2x60 minutes per week) in secondary schools awarded to the consortium partner and, on the other hand, language camps (24 hours per week). Students involved in language teaching activities within the framework of the application are selected through a professional screening, their preparation is based on sound methods, and the effectiveness of their work is evaluated and supported by secondary school mentors and university language teachers from both sides. The implementation of the proposal is in line with the first investment priority of the EFOP Priority Axis 3 on Growth in Knowledge Capital (Thematic Objective 10), one of the objectives of which is to promote equal access to quality education in primary and secondary education. Given that, from 2020, a verifiable level of language proficiency is a condition for admission to tertiary education, a three-year project can be considered to facilitate the completion of successful advanced baccalaureates and/or B2 secondary language examinations. In addition, the methodological training of secondary school educators will be carried out within the framework of the project, with the aim of expanding their toolkit on experience pedagogy and non-formal education. The 60-hour trainings offered by the Teacher Training Centre of the University of Pannonia ensure the possibility of developing language pedagogy for secondary school mentor teachers carrying out the professional supervision of practicing university students, familiarising with and applying the latest teaching trends in the classroom.