Teacher Education and Applied Linguistics

That language teachers need to know about applied linguistic fields such as pedagogical
grammar‚ discourse analysis‚ second language learning‚ etc. would seem to be selfevident
(Flynn‚ 1994; Tyler & Lardiere‚ 1996). However‚ the knowledge that teachers
use in their practice‚ however‚ is more complicated that just knowing facts‚ using facts‚
and general conceptions of language and language learning. In order to produce quality
research on language teachers’ learning in applied linguistics courses and their use of
their KAL in teaching‚ we need to move away from folk psychology conceptions of the
mind (Strauss‚ 2001) to a more sophisticated and complex view of knowledge‚
knowledge acquisition‚ and knowledge use. If a broader conception of what kinds of
knowledge language teachers need and use it to be investigated‚ a great variety of
research methodology will be necessary. Therefore‚ the purpose of this chapter is to
introduce to a wide range of data collection tools and indicate resources which can be
used for those interested in investigating the theories behind their practices as teachers of
applied linguistics. Lists of a number of studies using each research tool will be provided
for readers who wish to familiarize themselves with ways that certain research methods
have been used to investigate specific questions in order to deepen their knowledge of
these research tools and‚ perhaps‚ to inspire their own research.
However‚ it will not be possible in the space available here for a complete
presentation of various research perspectives or a full discussion of the task of
researching teacher knowledge or each data collection tool. This has been done
elsewhere and need not be repeated here. For summaries of research methodology in (a)
applied linguistics see Freeman (1996; 1998)‚ Hornberger & Corson (1999)‚ Nunan
(1992)‚ and McDonough & McDonough (1998); (b) educational research see Bogdan &
Biklen (1998)‚ Byra & Karp (2000)‚ Maxwell (1996)‚ and Miles & Huberman (1994)‚