加拿大的安大略省和西班牙的加泰罗尼亚自治社区拥有大量多样的移民人口。这两个地区的教育当局都采用了不同的方法来实施了几项包容性政策，以帮助移民学生取得与本地同学相同的学业成就。在安大略省，促进包容性的政策侧重于消除公共教育中的系统性偏见和歧视，而加泰罗尼亚的政策制定者则侧重于提高语言的熟练程度。本研究遵循了Toulmin的论证模型，分析了这两个地区的四项包容性政策中如何理解移民包容性：安大略省的平等和包容性教育战略（2009年）、安大略省的教育平等行动计划（2017年）、加泰罗尼亚的语言和社会融合计划（ 2004年）和加泰罗尼亚的减少学校失败计划（2012年）。该模型的六个要素（声称，数据，保证，限定词，反驳和支持）使研究人员可以不仅考虑了利益相关者和政策所解决的与移民包容有关的问题，而且还可以考虑了每个地区的具体情况以及可能存在的反对观点以分析数据。研究结果表明，安大略省和加泰罗尼亚州的教育政策都将移民包容性理解为需要通过学校社区所有成员的共同努力得到满足的一种社会需求，以及提高学生的学业成绩和教育成果的关键因素。然而，在安大略省，移民包容性也被视为消除系统歧视，以及建立更具包容性和公平的学校社区的一种手段，在加泰罗尼亚，移民包容性被视为实现语言熟练度的积极结果。

The province of Ontario in Canada, and the autonomous community of Catalonia in Spain, are home to large and diverse immigrant populations. In both regions, education authorities have followed different approaches in order to implement inclusive policies which help immigrant students to achieve the same levels of academic success as their native peers. In Ontario, education policymakers have focused on eliminating systemic bias and discrimination in public education, whereas in Catalonia they have put more emphasis on achieving language proficiency. This study applied Toulmin’s model of argumentation to analyze how immigrant inclusion has been understood in four inclusive policies from these two regions: Ontario’s Equity and Inclusive Education Strategy (2009), Ontario’s Education Equity Action Plan (2017), Catalonia’s Language and Social Cohesion Plan (2004), and Catalonia’s Plan for Reducing School Failure (2012). The six elements of the model (claim, data, warrants, qualifiers, rebuttals, and backing) allowed the researcher to analyze the data taking  into account not only the stakeholders and the issues related to immigrant inclusion addressed by the policies, but also the specific contexts of each region, as well as possible opposing viewpoints. The findings show that education policies in both Ontario and Catalonia have understood immigrant inclusion as a social need to be satisfied through the collaborative efforts of all members of the school community, and as a key factor to enhance student’s academic performance and educational outcomes. In Ontario, however, immigrant inclusion has also been regarded as a means to eliminate systemic discrimination, and to establish a more inclusive and equitable school community, whereas in Catalonia it has been seen as a positive result of achieving language proficiency.