ABSTRACT
Migrant children have the opportunity to learn their original languages and understand their culture in classes organised by embassies or private associations on an extracurricular basis. But the development of transcultural educational concepts still belongs to the field of research, while many projects have been initiated by teachers themselves in different classes, or sometimes whole schools in the case of special activities. In 2009, one third of all classes in the canton of Berne, mostly in the cities, were multicultural or multilingual. This development is also a clear consequence of the fact that many children are now no longer direct migrants but children of migrants, born in the country. The relationship that migrants have with the local cultural heritage is a difficult one, either provoking social isolation or on the contrary, masking the origins and identity of the immigrant communities.
