This document has a dual purpose: cognitive, insofar as it proposes a simple – but wide-ranging – model for conceptualising language education policy choices based on the mobility of social agents; and institutional and political, because this model and the illustrations that are given of it in school contexts are not confined to teaching and linguistic aspects. They present an entire educational project in which mediation in its different forms plays an especially crucial role given the centrality of issues relating to otherness and social groups in the first decades of the 21st century.
