The present study focuses on the extension of Polish learners’ of English learning environment from their local context towards new experiences via two parallel paths: digital and online collaboration with American students of various subjects within TransAtlantic Pacific Project (TAPP) and, simultaneously, the exposure to the insights from using culturally geared cognitive linguistic analyses as well as language corpus data of their native and foreign languages, used also in translational contexts. Such a multi-focus approach is shown to play a significant role in the development of plurilingual and pluricultural identities in both foreign language learners, and native language users, as observed in the TAPP collaborative project. The first part of the paper focuses on the discussion of a relation between language and culture, followed by presenting the contribution of cognitive corpus-based study toward the change of the linguistic and cultural paradigms and the eventual shift in such plurilingual and pluricultural educational practices from the Polish students’ foreign language learner status to that of a foreign language user. This is achieved through the development of students’ practical language competences within the TAPP cooperation, accompanied by their deeper language framing competences, which combine to upgrade students’ future language professionalisation.