ABSTRACT
In this contribution, we reflect upon the advantages of integrating intercomprehension-a pluralistic approach to languages and cultures-in a mainstream foreign language classroom at secondary school level. After briefly reviewing the conceptual and didactic history of intercomprehension (which mainly emerged and was developed within the context of universities adopting productive and interactional approaches), I will focus on intercomprehension at secondary schools, showing how online multilingual interaction can positively influence foreign language learning. Following a conversational analysis of chat threads, I will focus in particular on negotiating the rules of multilingual interaction, the collaborative resolution of linguistic problems, and the perception of multilingual communication as a potential language learning situation. The analysis points towards these three elements as key features contributing to the development of both plurilingual and intercultural competences, as well as competences in specific target languages. Finally, I will signal curricula and pedagogical material design, evaluation and teacher education programmes as four key elements needing further research.
