Researching language teaching: Understanding practice through situated classroom research

Abstract

In this article we argue that second language acquisition (SLA) research and theory have a significant role to play in teacher education, especially at the masters level. The danger of overly practical approaches is that they cannot challenge current practice in ways that are both critical and rigorous. However, to engage critically with practice, SLA research must be situated in its institutional, social and cultural settings. We argue that situated research into classroom interaction provides second language teachers with opportunities to theorize and improve practice.



(S/ern Af Linguistics & Applied Language Stud: 2001 19(3&4): 291-301)