The research with teachers found that they use a range of practices in their daily work to promote the integration of multilingual children. I have summarised the most frequently given answers below. One of the most popular is the use of visual aids, where pictures are placed on the classroom wall according to the daily schedule and routines, or children have their own picture cards to help them understand what activity is coming up. In many cases, teachers acquire a child’s mother tongue at some level, for example by collecting useful phrases from parents, so that they can understand the basic needs of multilingual children. Teachers reinforce customs and traditions at home by allowing children to talk about their cultural traditions and celebrations at home, for example in the context of a nationality day or project week. In many cases, teachers reinforce children’s mother tongue, often encouraging them to use their mother tongue when they have something to say. They also support the strengthening of the mother tongue by asking children to teach the class a favourite poem, or how to say hello or count. All of these help to strengthen the child’s own identity, giving them a central role to play in teaching their peers. Teachers’ responses also show that they try to provide Hungarian language support and integration programmes specifically for foreign learners, with Hungarian as a foreign language programme, playful afternoons with stories and songs. In the nationality institutions, they also often use a mediating language, mostly English. Taking advantage of the opportunities offered by digitalisation, several teachers responded that they use audio materials, videos, books or magazines, or even set up a small corner in the classroom in their mother tongue where children can choose from books brought by parents. Interactive tools, computer games and programmes are used in lessons to encourage children’s active language use in the classroom.