he implementation of Content and Language Integrated Learning strategies in the Italian school is consistent with the current European trend in research and educational policy. At the same time, however, these strategies highlight a number of peculiar features, amongst which the outstand- ing investment in training devoted to in-staff secondary school content teachers. Such training aims to enable teachers to acquire the necessary linguistic and methodological competence by combining their content discipline and the vehicular language without any recourse to foreign language teacher collaboration and/or assistance. Only lately has the role of both foreign and Italian language teachers in CLIL environments been is reconsidered by the Italian stakeholders and a series of corrective measures have been adopted. To ensure that such positive actions result in a positive outcome, the first priority is to grant the Italian foreign language teacher a profile tailored upon those highlighted by EU research and initiatives among top priorities. In 2014 Letizia Cinganotto e Daniela Cuccurullo set up the online Techno-CLIL course, followed by two further editions in 2016 and 2017: the 5,000 participants possess different nationalities, therefore providing a unique opportunity to investigate the actual teaching of foreign languages in content and language integrated pedagogy and the foreign language teacher pro- file at an international level. After a brief introduction to CLIL in both national and European contexts, and a presentation of the Techno-CLIL learning design, the authors will illustrate the research procedure and the initial data gathered through a survey involving this international community of language teachers and trainers with the aim of shedding new light on the language teacher profile in the CLIL era.
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