This bachelor thesis highlights the differences and similarities in dealing with multilingual classrooms in public compulsory education in England and Austria. Through this, mechanisms of structural disadvantages are identified and will be explained. From the Capability Approach’s perspective should therefore be analysed, whether these mechanisms and approaches contribute to more or less equal opportunities. Furthermore, the comparison reveals power relations and allows to develop new perspectives in dealing with multilingual classrooms. At the same time, the insights encourage to consider and investigate alternative models for schools and tuition, which will be essential in the future, in the course of an age of rising migration movements.