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Argues that formal linguistic theory can directly inform ESL classroom practice and that language classrooms are ideal for investigating second language acquisition mechanisms. Presents concrete examples of research-to-pedagogy connections, including a pronunciation study that reframes Mandarin learners’ stop+liquid cluster difficulties and highlights implications for teaching.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bridging-the-gap-tesol-training-in-a-linguistics-department/597906/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bridging-the-gap-tesol-training-in-a-linguistics-department/597906.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article describe the structural vs. applied linguists relationship as uncomfortable?","Question",{"text":112,"@type":113},"It notes that each group distrusts the other’s focus and methods: structural linguists often rely on controlled experiments or formal judgments, while applied linguists may prioritize case studies and activism, leading to tension in goals and approaches.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the author say formal linguistic theory can do in the ESL classroom?",{"text":117,"@type":113},"It can usefully inform classroom practice by providing ways to understand how language is acquired, and experimental methods from structural linguistics can be implemented in second language contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"What example does the author use to connect theory and pedagogy?",{"text":121,"@type":113},"A guided MA project on phonology examines Mandarin L1 learners’ pronunciation of stop+liquid clusters, arguing that the difficulty is due to gestural mistiming rather than schwa insertion, with direct implications for teaching practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597906,1792192573,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CORY HOLLAND  \nUniversity of California, Davis  \nBridging the Gap: TESOL Training in a Linguistics Department  \nThe relationship between structural linguists and applied linguists is notoriously uncomfortable; each tends to view the others’ focus and methods with suspicion. Despite this uneasy relationship many TESOL-focused master’s programs are housed in Linguistics Departments. This article reflects on my experience in 1 such department and makes suggestions for how the 2 halves of the department could be integrated to the advantage of each group. Formal linguistic theory has the potential to very usefully inform classroom practice, while the language classroom is an ideal location to investigate the mechanisms of second language acquisition and add to the body of knowledge on how language acquisition functions. Specific ways in which formal linguistic theory can be applied in the ESL classroom are discussed.  \nIntroduction  \nThe TESOL-focused Master’s in Linguistics Program (MA TESOL) at  \nthe University of California, Davis (Davis) is housed in the Linguistics  \nDepartment, focuses on teaching adult learners, and offers teaching assistantships in both formal linguistics classes and ESL writing and speaking classes, all of which very directly fit my needs for a graduate program. I entered the program at Davis after graduating from a Linguistics Department at the University of Arizona (UofA), which was a strongly experimental and theoretical program. My interest in language, and specifically language acquisition, began at UofA, where I double majored in Linguistics and Spanish. During my time in the Linguistics Program there I had the opportunity to work as part of a research team looking at child language acquisition in both monolingual and bilingual toddlers. My experience in linguistics and language acquisition research, combined with an interest in teaching and teaching methodologies, led me to choose to pursue a master’s degree in Linguistics with a focus on language acquisition and teaching.  \nCourse offerings in the MA TESOL program at Davis include basic structural linguistics, teaching pedagogy, and applied linguistics classes. Because of my experience in a theoretically focused department, I was somewhat unprepared for the clear divisions between the “structural” linguists and the “applied”linguists in the department, stemming from their very different methods and  \nThe CATESOL Journal 24.1 • 2012/2013 • 137  \ngoals in linguistic study. The methods of the structural linguists were familiar to the point of being second nature to me; you either (a) collect linguistic data in a controlled experiment and analyze that data using statistical methods, or (b) investigate grammatical relations through introspection and collection of grammaticality judgments. In contrast, in my applied linguistics classes, I was frustrated by what, in some readings, appeared to me to be a willful ignorance of the scientific method in favor of case studies and activism. As a new grad student in the department I found it interesting to negotiate between the familiar world of theoretical linguistics and the world I was entering, with its focus on identity development and less firm metrics on the efficacy of language pedagogies. Functioning as a member of both of these worlds has given me the opportunity to reflect on both points of view and the ways in which, if mutual distrust of methods could be overcome, they could strengthen their respective aims and practices by borrowing from each other. This belief was strengthened by 3 years of ESL teaching in an Intensive English Program (IEP), and it continues to be strengthened through teaching ESL writing courses at Davis as a 2nd-year PhD student in Linguistics.  \nIntegrating Structural and Applied Linguistics  \nUnderstanding the way in which language is acquired is essential to developing teaching methods that can make learning an additional language as quick and painless as possible. We, as lang","cbCaijA9zG4Gb5qZ","https://ap.wps.com/l/cbCaijA9zG4Gb5qZ","pdf",1535886,12,"English","# Introduction\n## Integrating Structural and Applied Linguistics\n## Theoretical Linguistics in the ESL Classroom","[{\"question\":\"Why does the article describe the structural vs. applied linguists relationship as uncomfortable?\",\"answer\":\"It notes that each group distrusts the other’s focus and methods: structural linguists often rely on controlled experiments or formal judgments, while applied linguists may prioritize case studies and activism, leading to tension in goals and approaches.\"},{\"question\":\"What does the author say formal linguistic theory can do in the ESL classroom?\",\"answer\":\"It can usefully inform classroom practice by providing ways to understand how language is acquired, and experimental methods from structural linguistics can be implemented in second language contexts.\"},{\"question\":\"What example does the author use to connect theory and pedagogy?\",\"answer\":\"A guided MA project on phonology examines Mandarin L1 learners’ pronunciation of stop+liquid clusters, arguing that the difficulty is due to gestural mistiming rather than schwa insertion, with direct implications for teaching practices.\"}]","Bridging the Gap - TESOL Training in a Linguistics Department | PDF",1792085927]