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Ten participants completed a questionnaire at the start of the course and another at the end; their responses were analyzed both quantitatively and qualitatively. Following the course, changes were identified in the participants’ beliefs about the difficulty of learning a second language and their goals for their future students.  \nBackground  \nClasses in linguistics, such as applied linguistics, sociolinguistics, and second language acquisition (SLA), regularly form part of language teacher education programs, even though the relationship between theory and practice and the role of linguistics in second/foreign language1 (FL) teaching have not always been clear in recent years. From these classes in linguistics, it is expected that students will gain advanced knowledge of their subject matter that will allow them to make principled decisions in the classroom and evaluate teaching materials (e.g., Bardovi-Harlig, 1997) . However, when student expectations for these classes do not match those of instructors, students may not be open to learning about linguistics and may even reject what is presented to them in class (e.g., Lo, 2005; Siebert, 2003) . Language teachers are often encouraged to undertake research and examine their own practice, commonly through action research projects, yet teacher educators of linguistics courses have been slow to adopt this practice themselves (Bartels, 2002) . Therefore, it is important to research how these courses are implemented and to analyze student outcomes in order to ensure that course material adequately addresses students’needs and is relevant to teachers’ current and future practice (e.g., Ellis, 2010; Morrison, 1979; Thornbury, 1997) .  \nIn recent years, researchers have responded to Bartels’s (2002) call to analyze both quantitatively and qualitatively the gains that are made in linguistics classes for teachers (see in particular Bartels, 2005a). The present study seeks to add to that body of work; it is believed to be the first to explore the beliefs ofFL teachers with different first languages (L1s) before and after a graduate course in applied linguistics.  \nChanges in Beliefs about Language Learning and Teaching 137  \nReview of the Literature  \nTheory and Practice in Language Teacher Education  \nThe relationship between theory and practice in language teacher education, as well as the role of the study of linguistics for language teachers, has been debated for decades. Several proposals will be reviewed here, followed by an exploration of the constructs of teacher beliefs, knowledge about language, and language awareness. However, the bulk of this review focuses on studies of outcomes of courses in linguistics for FL teachers, due to their similarities to the present study.  \nIn order to know what teachers should learn about language in their preparation, it is useful to review the history of applied linguistics and language teaching. Language teacher education programs are usually located in one of the following departments: education, languages and literature, or applied linguistics (Crandall, 2000). The study of linguistics is mandated by the American Council on the Teaching of Foreign Languages (ACTFL) Program Standards for the Preparation of Foreign Language Teachers (2013) as part of Standard 3. Yet, diverging views on the relationship between linguistics and language teaching are readily apparent in the literature, particularly in that of the 1970s through the 1990s. Some cautioned against a direct relationship between the two fields (Morrison, 1979; Thornbury, 1997; Wilkins, 1972); it was felt that th","cbCaifZzgqabshkH","https://ap.wps.com/l/cbCaifZzgqabshkH","pdf",191175,28,"English","# Abstract\n# Background\n# Review of the Literature\n## Theory and Practice in Language Teacher Education","[{\"question\":\"What is the main purpose of the study in this article?\",\"answer\":\"To investigate how graduate students’ beliefs about language learning and teaching change before and after an applied linguistics course in a language teaching program.\"},{\"question\":\"How were participants’ beliefs collected and analyzed?\",\"answer\":\"Ten participants completed questionnaires at the start and end of the course; responses were analyzed quantitatively and qualitatively.\"},{\"question\":\"Which belief areas were reported to change after the course?\",\"answer\":\"Beliefs about the difficulty of learning a second language and participants’ goals for their future students.\"}]","Changes in Beliefs about Language Learning and Teaching by Foreign Language Teachers in an Applied Linguistics Course | PDF",1792091121,71]