ERIC Number: EJ882165
Record Type: Journal
Publication Date: 2010-Apr
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-4448
EISSN: N/A
Second Language Acquisition, Teacher Education and Language Pedagogy
Ellis, Rod
Language Teaching, v43 n2 p182-201 Apr 2010
Various positions regarding the Second Language Acquisition (SLA)-Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice nexus--because the issues at stake do not just concern SLA. Second, it will examine critically a number of options for bridging the divide (e.g. through presenting the pedagogical implications of research, engaging teachers in researching their own classroom or promoting research-teacher collaboration). Third, it will probe the relationship in terms of a framework that links (i) SLA researchers, (ii) classroom researchers, (iii) teacher educators and (iv) language teachers. This framework will serve as a basis for formulating a set of eleven principles that can guide attempts to use SLA theory and research in teacher education programmes. [This article represents a revised version of a plenary paper presented on March 22, 2009, at the American Association for Applied Linguistics Conference in Denver, CO.]
Descriptors: Second Language Learning, Teacher Collaboration, Researchers, Teacher Educators, Teacher Education Programs, Second Language Instruction, Theory Practice Relationship, Teacher Researchers, Language Teachers, Guidelines, Language Research, Teaching Methods
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=LTA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A