Main Article Content


The multicultural and plurilingual dimension of contemporary European society together with the growing interest in CLIL (Content and Language Integrated Learning) educational approach determined an increasing demand of methodological training for the CLIL teacher in Italy, also following the recent Educational Reform introducing CLIL instruction in upper secondary schools. This scenario encouraged the Orientale University to develop a blended methodological training course for CLIL teachers, integrating face-to-face activities with Web 2.0 virtual classrooms.
This paper focuses on the online component of the course as it offered teachers the opportunity to experiment with new training environments based on technology, interaction and collaboration.
Particular attention is given to the nature of the interactions among teachers and on the role of the e-tutor, acting as mediator and facilitator of learning and supporting the process of community building in the virtual learning environment.
Data collection and observation confirmed that online collaborative activities not only helped teachers acquiring the methodological contents of the course but also contributed to the formation of an online community of learning that, with the constant presence of the e-tutor and the support of a well-structured virtual classroom, contributed to the success of the whole training programme.


CLIL teacher training online learning community e-tutor

Article Details

Author Biographies

Maria De Santo, University of Naples, L'Orientale

Language centre: Language counsellor, Self-Access Centre Manager, Teacher Trainer

Anna De Meo, University of Naples, L'Orientale

Associate Professor, Department of Literary, Linguistics and Comparative Studies Director oft he Language Centre
How to Cite
De Santo, M., & De Meo, A. (2016). E-training for the CLIL teacher: e-tutoring and cooperation in a Moodle-based community of learning. Journal of E-Learning and Knowledge Society, 12(3).