This paper aims at describing how a learning scenario based on peer to peer virtual exchanges, in the form of Oral Interaction mediated by VoIP, was integrated in two university curriculum and in two different disciplines. The learning scenario is named “Intercompréhension Orale et Télétandem” (IOTT). During VoIP interaction each student had to talk in his/her native language (i.e. student A: French; student B: Italian) in order to practice intercomprehension strategies (see FREPA). Interactions have been recorded, video-recordings have been used in classrooms in order to reflect upon the communication process. Students could use the “Référentiel de compétences de communication plurilingue en intercompréhension” (REFIC) and new descriptors for mediation as framework for their discussion. IOTT will be described highlighting the connection among the learning outcomes and the goals of the two university curriculum and the two disciplines in which they have been integrated. So far, the growing body of research on intercomprehension has focused mostly on reading skills and on written interaction (e.g. mediated by technologies, forum). Little research has been done on oral interaction. Particularly, studies in the field of synchronous telecollaboration in plurilingual contexts and intercomprehension are strongly needed.