In the context of the lockdown period and the consequent school closures between March and May 2020 in the Wallonia-Brussels Federation, our study aims at mapping the respondents' pedagogical uses of digital technology and their feelings about their experience of distance teaching, via a short online survey completed by 331 primary and secondary school foreign language teachers.Our analysis, both quantitative and qualitative, shows a massive use of platforms, e-mail and educational content creation tools in language teaching. It also highlights some significant differences in usage between teachers with previous experience of digital practices and those who discovered these practices during the period. In addition, the results show contrasting feelings of the respondents regarding this teaching experience, which seem to depend in particular on the means at their disposal. Finally, the results question the training of teachers and pupils in digital literacies as well as the access to digital tools and equipment for all, before suggesting a reflection on the lessons to be learnt from this experience for the future of teaching.