Only the approach that integrates a study of both the "what" and the "how" of a discipline will be relevant to the practicing English teacher. Missing between the two extremes of specialized subject matter research and conventional educational research is research into the structure of a particular discipline, exploring it as a body of knowledge, traditions, procedures, and attitudes to be taught. Subject materials in English often dictate by their very nature a strategy, perspective, or method for teaching them. For example, the inherent logic of their respective disciplines indicates that (1) grammar should be taught systematically and cumulatively, (2) language usage should be studied through an analysis of items possessing social or stylistical significance, and (3) literary history requires a thematic, comparative, and synoptic approach rather than a miscellaneous and segmental one. (JB)