In Portugal, the educational community is increasingly diverse. How to promote interculturality in the school context?

Background

The Marrazes Grouping of Schools is in Leiria-Portugal and consists of 9 kindergartens, 14 elementary schools with 1st cycle, with one of them 2nd and 3rd cycles of basic education (host school).
This Grouping of Schools is in a region of socio-economic difficulties and for several years had high rates of school failure and school dropout, being integrated since 2009 in the national education program Educational Territories for Priority Intervention (TEIP).
The Grouping annually receives several immigrant students from different countries, not only from Europe, but also from the American, African and Asian continents.
In 2021, there are 340 students from the following countries: Brazil, Ukraine, France, Angola, Latvia, Nepal, Russia, Uzbekistan, Mozambique, Cape Verde, Morocco, São Tomé and Príncipe, United Kingdom, Venezuela, China, Romania, Spain, USA, Guinea Bissau, Belgium and Italy.
Several students in this group report that, in addition to the language, they have difficulties in making friends and the subjects are difficult.
How to help these students to overcome linguistic difficulties and communicate with each other?

Challenge

One of the problems felt and experienced in Marrazes Grouping of Schools is undoubtedly the integration of immigrant students, particularly regarding communication. How to promote communication in a context marked by cultural heterogeneity?
What strategies to develop in classrooms and recess for students to interact?
In a world in constant mobility and technologic innovation, how can the educational community be made aware of global education?