Editorial

Since the second half of the 90s and thanks to the development of digital technologies, telecollaboration practice in the field of language teaching-learning has multiplied, allowing learners of a foreign/second language to expose themselves in an authentic way not only to the target language but also–among other things–to an intercultural encounter with the other, its educational culture, its understanding of work in pairs/groups and its way of perceiving and thinking about the world. The li...