Intercomprehension as an Educational Framework and Epistemological Paradigm

This article explores IC as both a pedagogical approach and an epistemological paradigm within the broader context of plurilingual language education. Tracing its evolution from a strategy for accessing related languages to a complex framework for developing receptive and productive competences, the study highlights IC's role in fostering linguistic awareness, intercultural dialogue, and collaborative learning. Drawing on theoretical models and empirical research, it positions IC within the family of Pluralistic Approaches and emphasizes its integration into telecollaborative and COIL methodologies. Special attention is given to its impact on student motivation, soft skills, and communicative adaptability, particularly in the context of short-term mobility. In the second part, the article presents and discusses the contributions gathered in this Philologica Jassyensia section, grouping them around three thematic axes: theoretical and historical redefinitions of IC; pedagogical practices and training experiences; and IC's role in fostering transversal competences and intercultural citizenship. Overall, IC is presented as a transformative educational strategy, capable of responding to the challenges of multilingual societies and of reshaping language education through inclusion, diversity, and critical reflection.