The aim of the study is to describe and analyze webcam pedagogical communication between a French Foreign Language tutor and two students during seven online classes. It tries to answer the following question: how does the tutor in a multimodal learning environment change her semio-discursive behavior from the first to the last session? We analyze the tutor's discourse and gestures and the tools that support her communication. Our hypothesis is that the tutor should improve her semio-discursive competencies intuitively, taking into account her interlocutors and the affordance of different interaction tools. We will emphasize the pedagogical, socio-affective and multimodal competencies of the tutor. [For the complete volume, see ED574893.]