Resumen de Self-perception and practice in teaching grammar
In recent years educational research has stressed the role which teachers' subject-matter knowledge plays in shaping what they do in the classroom. In English language teaching (ELT), although the importance of teachers' knowledge about language (KAL) has also been emphasized, we lack empirical insight into the relationship between teachers' perceptions of such knowledge and their classroom practice. With specific reference to grammar, this paper presents and discusses data from classroom observations, and interviews with teachers which shed light on this issue. These data suggest that enabling teachers to develop and sustain a realistic awareness of their KAL should be an important goal for teachers education and development programmes.
