Discusses how language teacher trainees can be brought to appreciate the need for understanding language learning theories and for integrating those theories into classroom practice. Suggests that this can be done by a fully integrated curriculum involving a team teaching approach so that theory is seen to arise out of practice. (SED)

Discusses the contribution that joint instruction by a native-speaking teacher and a nonnative-speaking teacher can make to classroom language learning. Reviews the last decade's team-teaching practice in Japanese secondary English-as-Foreign-language classrooms to explore how two teachers with different linguistic and cultural backgrounds can…