the twenty-eight works and publications gathered on this file, drawn up from 1992 to 2006, are intended to contribute, in line with the Council of Europe’s current guidelines, to the teaching of multilingualism. They demonstrate a research itinerary, conducted in accordance with an integrative and finalised approach to language teaching in European projects, leading to the implementation of a training scenario for intercomprehension in Roman languages. This scenario is based on the assumption that ownership of multilingual language skills, including interacting skills, can only really happen if it is socially motivated by a collaborative networked task. With this in mind, the role of pedagogical mentors is to prepare and facilitate the interactions generated by the task, to stimulate group dynamics and to support each learner’s cognitive activity. However, this process is possible only on the condition that learners and trainers undergo prior preparation tailored to the needs and difficulties of such a formation.The personal input of the author to this collective work, in addition to coordination, has been on the one hand active participation in the development of multimedia resources and, on the other hand, further analysis on a number of issues related to these objectives, such as the meta-linguistic activity of the innovative reader, the perception of proximity and its effects; spontaneous and induced strategies, as well as several aspects of multilingual online interactions (acquisition potential, teaching contract, support arrangements, intercultural dimension, coding alternance) and self-training in languages. The impact of this research has already been taken into account in the Master Memory Directorate and five thesis. They also make it possible to set up measures to disseminate and train students and trainers. Finally, experience gained at European and international level has made it possible to take local inter-university initiatives to integrate hybrid training arrangements. The summary file adopts a plan in four parts, broadly corresponding to the different periods of the author’s work, within which each chapter contains a subject. The last part corresponds to the current work and outlook. The results achieved have enabled some progress to be made on issues such as the development of multilingual competence in a language family, the decoupling of skills, and the appropriate use of information and communication technologies.