The incorporation of immigrant students in our schools in the last two decades has been a challenge for the Spanish education system and for teachers who have to respond to this cultural and linguistic diversity, as well as social and personal, so that everyone can have the same opportunities. Although several studies show the importance of family language in learning another language and even academic success (Cummins, 2002; Oller & Vila, 2011), other studies point to how school and the education system obviate the linguistic background of their students (Franzé, 2002, Hersi and Watkinson, 2012, Hill, Macedo and Bartolomé, 2014, Pickel and Hélot, 2014). The main objective of this study was to investigate which socio-family practices and educational (curricular) approaches in relation to their cultural and linguistic background have been considered in the trajectories of continuity and educational success for immigrant students. We have carried out a qualitative study in Almería (Andalusia, Spain) using interviews open to twenty-eight young immigrants of both sexes who had reached postcompulsory education, who spoke a family language different from the school one. The data collection was completed with interviews with teachers who were especially significant in their educational career and other professionals (mediator, counselor, director). The results show that: (1) the cultural and linguistic background of the students empowers them in the family and social context; (2) however, this linguistic background is practically neglected at school or resulting in some didactic disorientation in teaching practices; and (3) in spite of the fact that this linguistic background gives immigrant children opportunities for their personal, social, academic and laboral development. © 2019, Ministry Education and Science. All rights reserved.

Diversity immigrants academic achievement Languages multilingualism

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