Concern was expressed by respondents in the OECD review visit that immigrant children’s access to specialist language support classes was too limited. Programmes were of short duration (typically one school year), and great reliance was placed on the teachers in mainstream classes and on social interactions in this setting. However, results from TALIS indicate that the Flemish Community had the fourth lowest percentage of teachers (8%) with recent training for teaching in a multicultural or multilingual setting and this dimension is usually reported as a low-importance item in teacher appraisal and feedback.