The following article refers to an immersion model implemented through language learning classes ( Sprachlernklassen) for the integration of Turkish Primary School Students with low proficiency in German language to the Bavarian Schools and investigates these students' social and language development. The study informs the formation of a new model to measure the degree of achievement in the integration of those students. This model is based on four parameters which entail the prerequisites for a successful development of the students as individuals and as part of the school community. In this work we investigate if and to what extent, the language learning classes model (Sprachlernklassen) helps to the school integration of the specific students who have limited language proficiency, or leads to their educational isolation and segregation in comparison to their regular class (Regelklassen) classmates without migration background. Is the origin of children important for their school integration?