The phenomenon of international migration impacts receiving countries at different levels. Indeed, the integration and inclusion of migrants poses challenges and questions to the whole society. In particular, the resulting increase in multicultural and multilingual practices has a deep effect on the education sector. Accordingly, it has long been debated how, for instance, children of migrant workers may learn the language of the receiving society while also maintaining their mother tongue (or heritage language). However, such issue has been so far mainly approached with both a monolingual bias and the assumption that migrants will eventually return to their countries of origin. Instead, the prevalent long-term nature of migratory projects and the dynamics of transnational migration require a rethinking of both existing conceptual and categorical divisions and language maintenance policies.