Abstract
The purpose of our paper is to analyse how intercomprehension functions in Romance languages, at a training course for instructors and tutors; special attention will be given to the didactic and communicational aspects involved in such an educational approach. The targeted multilingual didactic context fosters several types of plurilingual interaction between participants, at both macro and micro-group levels. These interactional types are presented from the perspective of the relations between the actors and the channels of communication in order to highlight specific elements and identify aspects that can make communication efficient in a multilingual and digital didactic context, by making use of intercomprehension.
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