This chapter examines the narratives (media, policy and statistical) around the notion of the ‘linguistic other’ in England and elsewhere in Europe. We argue that these narratives are closely bound up with the way nation states define their policies for social integration of migrant communities and, in particular, migrant children in schools. At the heart of the debates around conflicting narratives about the role of schools in this context is the question of linguistic diversity and second (or host) language development. Also in this chapter we review, from a sociological perspective, how researchers and policy-makers have endeavoured to understand the concept and practice of social integration in this context. In particular, we highlight the tensions between the focus on micro-level experience and on the macro-level socio-political implications. We provide a review of recent empirical studies on EAL internationally and reflect on current issues in light of recent policy developments. We discuss the variations that can be found across Europe in terms of mainstreaming and inclusion.