For schools with very few immigrant students, municipalities could encourage them to cooperate and share DSL teacher resources through formalised networks. International research indicates that while children develop “communicative” language skills relatively quickly, it takes much longer for them to become proficient in the “academic” language used in school environments (Cummins, 1979). This can be seen from the results of reading tests carried out by schools at the local level. From then on, the gap between natives and immigrant children often widens and becomes a barrier for success in the Folkeskole and beyond.