Recent research in cognitive and affective neuroscience has come to back up language teachers’ observations and intuitions: the interactions produced during playful activities within educational environments have a positive effect on the cognitive development of learners (Immordino-Yang, 2016). In the 1990s, neuroscientist Francisco Varela (1993; 1999) developed the enaction paradigm, falling within the embodied cognition theory, so as to define how meaning and knowledge are created in the mind through bodies and emotions. This paradigm has enabled to study the positive effects of sensori-motor devices such as 3D virtual worlds (Molle et al., 2020, Ciekanski et al., 2020) in pedagogical contexts. Using virtual reality applications like Immersive Virtual Environments would create new relations between perception, cognition and action which support language learning (Privas-Bréauté, 2019). So my research question is as follows: how can a language teacher transform a VR application like an IVE into an educational device? I have led collaborative pedagogical experiments with language students and in-service language teachers to study the possible cognitive development of language learners through IVEs. This presentation will focus on the co-creation of new learning spaces in immersive virtual environments promoting multilingualism in light of the enaction paradigm and embodiment theories and will shed light on the determining roles of the teacher and of the educational scenario.