Since the term immigration is understood as people moving from one place to another, given any possible reason as a voluntary decision or due to external events. Regardless of the location people move, language is the hidden factor to ensure access to educational, labour or social opportunities. Even in same language contexts, language embodies the culture of origin, which in turn, may represent a hinder to interact with the local community, so that, by acquiring the new language, including the linguistic, pragmatic and sociocultural competencies, people could achieve better integration, not only in international context but in the domestic context as well.   The role of education in languages is not only to provide an asset for labour. Language should provide an opportunity to extend culture, knowledge and, in the end, the skills required for a person to interact with other social groups. So, language teachers must understand that linguistic skills are just one part of their didactic planning. Besides, certifications in language are the result of a fully integrated education, not just to be trained in order to get a high score. Teachers must understand that language is beyond the ability to communicate. Language embeds knowledge and culture that must interact with the host society in order to prevent lack of labour and educational opportunities or situations of discrimination or xenophobia. When language teachers understand, apply and reinforce the language skills explained in the Common European Framework of Reference according to the educational level and curriculum requirements, the capacity of interaction is increased. With this, the integration should be better. This applies for both the international context as well as the domestic area. The challenge is to build the needed linguistic identity in which allows any person to move while preserving and increasing their own language and culture.