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La atención lingüística que recibe el alumnado extranjero de incorporación tardía en el sistema educativo se sitúa en dos polos opuestos. Uno, apoyo lingüístico en el aula ordinaria y, otro, aprendizaje de la lengua en aulas separadas. Cataluña adopta una posición intermedia mediante la creación de aulas de acogida en los centros de escolarización del alumnado extranjero. Esta investigación presenta el peso de algunas variables explicativas en el aprendizaje del catalán. Utilizamos dos pruebas: adaptación escolar y conocimiento lingüístico. Los participantes son  10415 niños y niñas de educación primaria de  las aulas de acogida. Los resultados revelan que la variable adaptación escolar es la que más modifica la probabilidad del alumnado de superar las distintas pruebas empleadas. Sin embargo, la probabilidad no es la misma en las pruebas orales que en las escritas. En las pruebas escritas, el alumnado de adaptación escolar alta tiene casi el doble de probabilidades de superarlas y en las orales la variable tiempo de estancia juega también un papel importante. Finalmente, la lengua familiar del alumnado también interviene en sus resultados lingüísticosLinguistic support given to migrant students who incorporate late into the school systems is usually situated in two opposite poles. On one end of the pole is the linguistic support offered in mainstream class-rooms and, on the other end, learning the school language in special class-rooms outside school premises. With the creation of linguistic support classes in schools which receive migrant population, Catalonia has adopted an intermediate position. The research shows the weigh which some explanatory variables have in the learning of Catalan. Two different tests were used: one to measure school adaptation and another to measure linguistic knowledge. The participants were 10415 primary school children who attended linguistic support classes. The results reveal that the variable school adaptation is the one which modifies more the probability of stu-dents succeeding in the different linguistic tests used. However, the probability is not the same in the tests assessing oral and writing skills. In the writing tests, the students who have a high school adaptation have nearly twice as many probabilities of being successful whereas in the oral tests the variable length of stay in the country plays an important role as well. The students’ family language also modifies the students’ linguistic result

Variables involved in the acquisition of Catalan in linguistic support classes in primary school in Catalonia. An empirical study