The high increase of inmigrant students in Spain, specially in the region of Andalusia, has made required to the autonomous government the implement of a special kind of classrooms called Linguistic Adaptation Temporary Classrooms (ATAL), in schools where there are an high number of students who can not speak spanish in the context of teaching and learning process. This work shows part of the results of a research named Study about educative attention to immigrant pupils in the Linguistic Adaptation Temporary Classrooms (ATAL) of Cadiz (Andalusia, Spain), whose aims were: 1. Analyze the curriculum of these classrooms and their level of integration into the school. 2. Specify the training of teachers working in these classrooms and the main difficulties that teachers face. 3. Identify ways to improve educational practice that takes place in these classrooms.

This research was conducted using a mixed quantitative-qualitative methodological design. Develop research in this dual approach responded to the intention of apprehending the object of study from a dual perspective "macro" and "micro". On one hand, the macro-level aims at developing an extensive process of investigation on the source of the view that on the operation of the ATAL have got different actors involved in the educational context of schools where ATAL are present; on the other hand, the micro-level focus the research process from an ethnographic approach mainly developed based on a design of three case studies. The survey technique has been used for extensive collection of information. Three questionnaires were specifically constructed for this research, which were targeted to: teachers of ATAL, tutors of ordinary classrooms that integrate immigrant students and administrators of schools with ATAL. Analysis of quantitative data was conducted using statistical software (SPSS v.11.5).

The integration in ordinary classroom is slow and difficult and only happens when level of linguistic and academic competences allows immigrant students participate in learning activities and experiences, due to the fact it is made only few adjustments in practice and teaching that is used in the ordinary classroom is the normal to a homogeneous group. Social integration is higher and faster, although there are personal, family and cultural circumstances that make it difficult. In general, it does not exist rejection of these students, but there is a predominance of cultural assimilation, which sometimes is rejected by some groups. According to the perception of teachers, the immigrant families participation is very low, though satisfactory when it takes place. Linguistic and occupational factors are the main causes of low participation of immigrant families in school matters.