This study looks at language teachers' and language researchers' expectations and evaluations of two kinds of journal articles, either researcher-oriented or teacher-oriented. The results show that teachers and academics use different ways of validating information in journal articles and use the information contained in them in distinctly different ways. Teachers also showed a preference for articles written in a clear, succinct, and personal style. Gee's theory of Discourses is used to analyze the results and discuss possible ramifications for teacher education and the practice of publishing research articles.