Building on research results from EU-funded IMPACT-FVG 2018-2020 project, the present article analyses the linguistic repertoire of students with a migratory background in primary and lower secondary schools in the Italian region of Friuli Venezia Giulia. After describing students’ lin-guistic usages in various domains (including the educational one) and in comparison with previous surveys, it observes a tendency towards an in-creasing resort to Italian in relation to a certain number of communicative situations. The contribution then illustrates the hindrances that stand in the way of a full implementation of educational practices aiming at pre-serving and supporting students’ plurilingualism as a means to enhance the process of inclusion of pupils with migratory background into the Ital-ian school system. To overcome those impediments it eventually suggests the importance of appropriate teachers’ training on the sociolinguistic and cultural dimensions related to the preservation of students’ plurilingual repertoires.
