vocabulary is at the heart of language competence, but sometimes a neglected aspect of language teaching. Fortunately, the teaching of lexicon has grown significantly in recent years and work on lexical learning is increasing. This issue offers a portrait of current research around three axes: lexicon teaching practices, teaching resources that support these practices and the assessment of lexical competence. Through the research presented, concrete avenues are emerging for the teaching of lexicon at different levels of education. In all cases, the work illustrates the integration of lexical teaching into devices that involve both reading and writing, as well as the key role of curiosity and pleasure of words in learning. Innovative resources are also proposed, each based on the fact that lexicon works as a network, contributing in particular to transforming the traditional vision of teaching into word lists. Finally, the issue of assessing lexical competence is addressed through a study among adult learners, echoing the formal presentation of the concept of lexical competence and its dimensions, proposed as an introduction to the number. Thanks Ont have been asked to evaluate the articles of this issue (thematic file + section Varia): Françoise Armand, Annie Camenish, Cristelle Cavalla, Sylvie Cèbe, Annie Charron, Jacques Crinon, Jacques David, Séverine De Croix, Patrick Drouin, Andréanne won, Marie-Pierre Godin, Francis Grossmann, Marie-Cécile Guernier, Anne Halté, Gabriel Michaud, Jasmina Milicevic, Agnès Millet, Isabelle Montesinos-Gelet, Jean-Paul Narcy Combes, Jean-Christophe Pellat, Christophe Ronveau, Christian Surcouf, Beau Ryan Zuercher.