Five perspectives are offered on the possible relationships between second language (L2) teachers and researchers. Discussion begins with an overview of traditions and transitions in the approaches, values, and concerns of L2 teachers and researchers. This is followed by discussion and illustration of four of the five relationships, including: (1) coexistence of teaching and research activities, centered on similar topics, through individual approaches and goals; (2) collaboration of teachers and researchers in shared collection, analysis, and interpretation of data, action research, and ethnographic study; (3) complementarity of teaching and research toward theoretically motivated treatments, designed in a research context and studied in the classroom; and (4) compatibility of teaching and research interests with respect to cognitive and social processes of L2 learning and materials and activity selection for L2 teaching and research. It concludes with a summary of a project on content-based L2 teaching and learning that illustrates a fifth relationship, of convergence, across the four previous perspectives. Contains 125 references. (Author/MSE) Reproductions supplied by EDRS are the best that can be made from the original document.
The Teacher-Researcher Relationship: Multiple Perspectives and Possibilities U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 1:1 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Teresa Pica
