A promising field for plurilingual and intercultural language learning today is Collaborative Online International Learning (COIL) (O’Dowd & Lewis 2016) also referred to as Telecollaboration (Dooly & O’Dowd, 2012). This field encompasses projects and research that connect online groups from diverse linguistic and cultural backgrounds to develop skills in one or more target languages, making it a powerful tool for fostering internationalization. This chapter first establishes the historical context before examining the role of plurilingual and intercultural language learning and teaching in international telecollaboration, with a focus on two distinct audiences: university and high school students. Although initiatives at the high school level are less developed, both groups are considered. The discussion then shifts to current trends, evolutions, and emerging issues over the past decade (Garbarino & Lesparre, 2022). Recent academic practices are subsequently explored (Degache, 2023; Garbarino & Leone, 2020), with a particular focus on collaborations between South America and Europe, as well as within the broader framework of European Alliance. Additionally, various tools and scenarios employed in telecollaboration are examined, highlighting the communication and learning principles they implement. The chapter concludes by outlining perspectives for future research, emphasizing the importance of intercultural education in fostering plurilingual telecollaboration.