This chapter discusses findings from the Welcoming Languages (WLs) project, which offered a free, beginner Arabic course to primary school staff in Scotland. The course was tailored to respond to the needs identified by the staff and by Arabic speaking children and parents/carers. The project aimed to provide proof of concept for language diversification in education as an important step in the integration of New Scots (i.e., people who move to Scotland seeking refuge), in line with the principle of integration as a ‘multidirectional’ and ‘multilingual’ process (Scottish Government, 2024a). The findings show that language learning by school staff can have practical, symbolic, pedagogical and professional value, as it allowed the establishing of connections with pupils and families; it demonstrated staff’s commitment to ‘linguistic hospitality’ (Phipps, 2012) and to provide welcoming by offering the time and effort required by language learning; it showed appreciation for pupils’ home languages, shifting the narrative from one of ‘language deficit’ to one of ‘language plenty’ (Frimberger, 2016); it demonstrated to all pupils, regardless of their background, that all languages are worthy of being learnt; and it put education staff in the position of the learner, resulting in important reflections on the demands that education puts on New Scot pupils and families.