The subject dealt with in this publication is the central focus of attention for the educational community and society in general. The presence of foreign students reopens old debates and tables new questions about long-held assumptions. Thus long posed questions re-emerge with renewed force: are homogenous groupings of students always negative? How should support activities be organized at the centres? Is it necessary to place together and isolate all the students who later join the course to accelerate their basic learning skills?n
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