Increasingly, fundamental questions are being asked of online language learning: In what ways can online teaching benefit the language learner most? How can online environments be designed, or redesigned, to suit the purposes of language learners? Finally, what does the language teacher need to know to become a successful online tutor? In other words, questions of pedagogy for online language teaching are coming to the fore. They will need to assume even greater--and more sustained--importance, if online language learning is ever going to shed the image of being "second best" to face-to-face teaching and lose the peripheral status which it still seems to have for many researchers. In this article, the authors present a range of views on the tasks and challenges of online pedagogy, a systematic overview of teacher training methods and reflective practice in online language teaching. (Contains 3 notes.)