Through a qualitative study of an ethnographic nature, based on in-depth interviews (individual and group), this preliminary study inquires about linguistic variation in the classroom, its influence on the educational inclusion of migrant students in Chile, and its relationship with the intercultural education, in a border region, of permanent coexistence with students in this condition. Through in-depth interviews and focus groups with migrant students, teachers, and educational technical managers, it is possible to conclude that the inclusion of students is conditioned by cultural aspects that are often ignored and that are presented through the use of the linguistic variation of children and migrant girls, promoting a dynamic of acceptance or rejection of the previous schemes of this group, which have had little attention from teachers and educational institutions.