In recent decades, the increase in immigration, particularly in Andalusia, Spain, has transformed social and educational dynamics, affecting linguistic interactions between students, families, and schools (Albuquerque, 2025). Child Language Brokering (CLB), or linguistic mediation carried out by children, is a common phenomenon in immigrant families whose proficiency in the administrative language is insufficient (Cline at al., 2014).

Acting as a CLB can potentially impact children’s academic and emotional development (Arumí-Ribas et al., 2023; Pena-Díaz, 2019). In this regard, an inclusive approach is needed to promote flexible and accessible learning environments to achieve Sustainable Development Goal 4 of the 2030 Agenda: “Quality Education” (United Nations [UN], 2024).

The San José Obrero school, located in Seville, stands out for its diverse and multicultural student population. As stated on its website, “for more than 40 years it has carried out educational work in the neighbourhoods in need of social transformation, in a multicultural area due to migration, which has increasingly contributed to cultural diversity in these zones.

From the school, they affirm that “educating our sons and daughters, our pupils, in cultural diversity is essential to build a better world for tomorrow. Valuing the differences among people and groups, and teaching children to do so, is highly positive. For this reason, interculturality, collaborative work, and the participation of the entire educational community are the foundation and purpose of our activity.”

Thus, this school was an ideal setting for the development of the cooperation project “CLB FOR AN INCLUSIVE, EQUITABLE AND QUALITY SCHOOL. RESEARCH FROM THE UNIVERSITY OF SEVILLE FOR THE SCHOOL. COOPERATION AT THE SERVICE OF OUR SCHOOL.” The project’s main aim was to raise awareness of the role of CLBs and to produce outreach materials and guidelines that support intercultural and interlinguistic mediation in schools. The initial implementation is planned at CEIP San José Obrero in Seville, with the intention of extending the project to additional schools in future editions.

The project was carried out in four phases: 1) National and international materials and publications were analysed regarding the guidelines established in school contexts for linguistic and cultural mediation performed by CLBs, whether between the school and families or in communicative situations involving other children from the same ethnic or linguistic background. 2) A joint analysis was carried out of the needs of the school CEIP San José Obrero arising from the wide linguistic and cultural diversity of its pupils and their families. To this end, several meetings were held with different members of the school community (administrative staff, the school secretary, the management team, teaching staff, parents, etc.). Interviews and questionnaires were conducted to gain insight into the school’s situation, with particular emphasis on identifying the needs related to improving interlinguistic and intercultural communication. The team also took part in activities such as the Cultural Week, which focused on the 1929 Universal Exhibition in anticipation of its centenary. Fourteen stands represented different Latin American countries alongside a stand dedicated to Aníbal González. This event served to establish contact with the various cultural communities within the school. 3) Audiovisual materials were created based on the needs identified, with the aim of improving communication within the school and facilitating the inclusion of CLB students in the educational community. These resources support their effective integration in the classroom and enhance communication with peers, teachers, and between the school and families. Short audiovisual training clips were developed in the languages most requested at the school: Italian, French, Romanian, English, German, Chinese, Moroccan Arabic, Ukrainian and Wolof. Posters with QR codes were also created and distributed throughout the school: • https://ceipsanjoseobrero.es/familias-informacion-multilingue/ Additionally, they appear on the University of Seville’s Cooperation Office website: • https://cooperacion.us.es/Ayp-16-25 4) In addition to the audiovisual materials that were created and are available on both the school’s website and the Cooperation Office website (https://ceipsanjoseobrero.es/presentacion/ and https://cooperacion.us.es/Ayp-16-25), outreach materials were also developed to raise awareness of the role of CLBs and their contribution within the school context.

The project demonstrates the value of collaborative, school‑centred research aimed at supporting multilingual, multicultural, and inclusive educational environments. Through its four phases—ranging from the analysis of existing national and international frameworks to the co‑creation of tailored resources with the school community—the initiative highlights the relevance of Child Language Brokering (CLB) as both a social reality and an educational opportunity within diverse school settings. The joint work carried out with the San José Obrero school has made it possible to identify the linguistic and intercultural communication needs arising from the school’s significant cultural diversity. This close collaboration has ensured that the materials produced respond directly to the everyday challenges faced by pupils, teachers, families, and administrative staff, thereby strengthening inclusion and improving communication pathways. The development of multilingual audiovisual materials, informational posters with QR codes, and outreach resources has contributed to raising awareness of the crucial role of CLBs within the school community. These materials not only facilitate communication in multiple languages but also help value the linguistic repertoires of pupils and their families, promoting an asset‑based view of multilingualism. The project’s participation in events such as MuAC further broadened its impact beyond the school, fostering dialogue on linguistic landscapes and the importance of intercultural mediation. Overall, the project reinforces the need for flexible, research‑informed, and context‑sensitive strategies to address linguistic mediation in increasingly diverse school environments. It lays the groundwork for future collaborative initiatives between universities and educational centres, as well as for the creation of a broader international consortium dedicated to CLB. By generating practical tools and promoting intercultural awareness, the project ultimately contributes to building more inclusive, equitable, and high‑quality learning spaces, in line with the goals of the 2030 Agenda for Sustainable Development.

Albuquerque, D. L. (2025). Revisió exploratòria sobre el child language brokering en escoles. Bellaterra: Journal of Teaching and Learning Language and Literature, 18(3), e1482. https://doi.org/10.5565/rev/jtl3.1482 Arumí-Ribas, M., Bestué, C. & Gil-Bardají, A. (2023). Los menores de origen inmigrante en la intermediación lingüística: Visibilización de un fenómeno social. Lengua & Migración, 15(1). https://doi.org/10.37536/LYM.15.1.2023.1673 Cline, T., Crafter, S. & Prokopiou, E. (2014). Child language brokering in schools: A discussion of selected findings from a survey of teachers and ex-students. Educational & Child Psychology, 31(2), 34–45. https://doi.org/10.53841/bpsecp.2014.31.2.33 Pena, C. (2019). Child language brokering: challenges in Spanish intercultural education. Intercultural Education. https://doi.org/10.1080/14675986.2018.1540107 United Nations (2024). Sustainable Development Goals. Retrieved 30 January 2026 from, https://www.un.org/sustainabledevelopment/es/2015/09/la-asamblea-general-adopta-la-agenda-2030-para-el-desarrollo-sostenible/