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There has been a significant increase in the number of immigrant students in Spain, particularly in the region of Andalusia. However, some of them do not speak Spanish (which is the language of instruction used to teach the core curriculum) and this situation has led the regional government to create language adaptation classes (Aulas Temporales de Adaptación Lingüística [ATALs]) at primary schools. This article examines some aspects of a research study on cultural diversity, and presents the main inconsistencies arising from the setting of the ATAL programme. These inconsistencies are related to power issues that underlie intercultural education. The model of intercultural education promoted by the programme is discussed. The ATAL programme warrants consideration, since it may in fact be an instrument that consolidates the status quo, and may place immigrant students in a disadvantaged position.

Educative Assimilation as a Process of Exclusion: The Case of Immigrant Students and ATALs in Cadiz, Spain