Language and culture variables strongly intervene in the social inclusion process in education. Grater rate of school failure and higher number of school out-drops of children from minority groups can be attributed to the language competence issues, and, at least when the migrant and Roma children are concerned, also to the cultural mismatch. Allocation of languages as media of instruction and as subjects of curriculum, contributing to either social inclusion or exclusion, is strongly dependent on a country’s language policy strategy. On the one hand, in the educational process, (depending on the nature of the school programme in view of “strong”, i. e. minority language supporting or “week”, i.e. minority language stigmatizing” models) the learner’s native tongue can be taken into consideration or disregarded, on the other, an appropriate approach to the L2 teaching and learning, i. e. to acquisition of the language of instruction, which is a strong factor in the integration of minority children, is in many cases systematically lacking. The contribution will focus on the language aspects of the inclusion of Roma and migrant children into the Slovene school system. After a brief insight into the policy of social inclusion in education in Slovenia in general, as presented in legal and basic strategy documents, discussion of the inclusion documents related to the Roma community will follow, rounded up by presentation of mayor findings of studies and projects dealing primarily with the language dimension of the inclusion of the Roma in education. General information on migrant children in the Republic of Slovenia will be followed by analysis of the legal framework and documents dealing with their inclusion in education. The effectiveness of the prescribed measures will be illustrated by pointing to the findings of evaluation studies and projects. In concluding remarks, an attempt will be made to draw out some possible recommendations regarding the language dimension of the social inclusion issue in education.