Applied linguistics has a lot to offer language teachers. The field has produced a wealth
unwittingly and with the best of intentions, imposing practices of the applied linguistics
language and the role this knowledge might play in language teaching and learning to
theory of practice (van Lier, 1996); a theory of what language teachers need to know and
The purpose of this book is to provide teachers of applied linguistics with (a) state of the
perspective of how a wide variety of teachers of applied linguistics perceive and
& Snow, 2002), there has been little systematic research on the effect of applied
conversations, to ways of using language to signal membership in particular language
themselves to the field of applied linguistics rather than to language teaching, and (b)
while there has been much theoretical work on what teachers need to know about
linguistics instruction on language teachers' knowledge and practice (Bartels, 2002;
language teaching be more complex than theorized, it is also possible that we are,
pursuing their research questions and to make clear what they learned from engaging in
and language teachers' learning and use of KAL in pre-service or in-service programs.
art knowledge about and insights on applied linguistics and language teacher education,
integral role in teacher education programs around the world and applied linguists are
teacher education to investigate their theories of practice in a rigorous and thorough
of knowledge about language (KAL), from uses of a language's sound system to create
teach (eg Stern, 1983; Widdowson, 1990; BardoviHarlig & Hartford, 1997; Fillmore
1994), something I refer to as linguistics imperialism (Bartels, in press).
conception, course, lesson plan, or interaction with learners of teaching can be seen as a
manner. This book is meant as a beginning to such an endeavor. It presents 21 studies by
communities, among other issues. Courses on applied linguistics play a major and
what kind of learning experiences will help them develop this knowledge. Furthermore,
defend our status as an applied science and make contributions to research questions
helpful for the practice of language teaching (Bartels, 2003; Bolitho, 1987; Clarke,
Borg, 2003). Not only might the relationship between applied linguistics knowledge and
discourse community on language teachers during teacher education which are not
Therefore, if we want to (a) avoid a situation where applied linguists are colonizing
meaning, to factors that affect language learning, to knowledge of how people structure
of the research community, but also to make clear their own personal reasons for
(Gee, 1990) novice teachers, however well meaning, by requiring them to apprentice
shared by other disciplines, it is important for applied linguists working in language
applied linguists investigating their own theories about language teachers' knowledge
effort has been made to preserve project the individual voices of the researchers within
the book. The authors have been asked not only to situate their studies within the needs
investigate their own theories of practice. In order to accomplish the last goal, every
prominent in any discussion of language teacher education. However, any program
(b) the tools needed to research their own theories of practice, and (c) an insider
their research projects. Furthermore, the authors have been encouraged to use a personal