Madrid's Aulas de Enlace ('Link classrooms') is an example of this model. The financial crisis decreased immigration rates and cut budgets, which led to a reduction in the number of these classes by 70% between 2006 and 2015 (Silio, 2015). Intercultural classrooms extend the focus beyond language, establishing links between families and schools (Rodrfguez-lzquierdo and Darmody, 2017). While regions tend to follow one of the three models, there is considerable flexibility. In the autonomous community of Andalusia, in addition to temporary classrooms during school hours, there are language support programmes for immigrants during extracurricular activities and a distance training programme (Junta de Andalucia, 2018).