Managing a course becomes automatically complex when several people share the tutors' roles, and even more so when it is a blended learning course combining face-to-face and e-learning modes. In this paper, we focus on the two face-to-face tutors of a blended language learning course, initiated within a cooperation project between university of Grenoble 3 (France) and university of Kwazulu-Natal (South Africa). We analyse how they made the course their own: how do they consider their rôle, their relationship to the distance, and to the pedagogical approach (i.e. a task- and action-based approach)?
