Teacher Education and Applied Linguistics -- Researching Applied Linguistics in Language Teacher Education -- Using Bulgarian Mini-Lessons in an SLA Course to Improve the KAL of American ESL Teachers -- The Impact on Teachers of Language Variation as a Course Component -- Integrating Language Teachers’ Discipline Knowledge in a Language Course -- Applied Linguistics and Changes in Teachers’ Conceptions, Attitudes and Intentions -- Constructing Theoretical Notions of L2 Writing Through Metaphor Conceptualization -- What’s the Use of Linguistics? Pre-Service English Teachers’ Beliefs towards Language Use and Variation -- The Effects of Training in Linguistics on Teaching: K-12 Teachers in White Mountain Apache Schools -- What Teachers Say When they Write or Talk about Discourse Analysis -- Relevance of Knowledge of Second Language Acquisition -- Investigating Teachers’ Knowledge and Knowledge Use through Teacher-Like Tasks -- Knowledge about Language and the ‘Good Language Teacher’ -- Pre-Service ESL Teachers’ Knowledge about Language and its Transfer to Lesson Planning -- What’s Phonetics Got to Do with Language Teaching? -- Raising Orthographic Awareness of Teachers of Chinese -- Investigating Teachers’ Use of Knowledge about Language When Teaching -- Realisation(s): Systemic-Functional Linguistics and the Language Classroom -- Researching the Effectiveness of Professional Development in Pragmatics -- Why Teachers Don’t Use Their Pragmatic Awareness -- Teacher Trainees’ Explicit Knowledge of Grammar and Primary Curriculum Requirements in England -- Knowledge about Language and Testing -- The Complexity of Teachers’ Knowledge about Language -- Experience, Knowledge about Language and Classroom Practice in Teaching Grammar -- Discourse Analysis and Foreign Language Teacher Education -- Storytelling into Understanding -- How MA-TESOL Students Use Knowledge about Language in Teaching ESL Classes -- Applied Linguistics and Language Teacher Education: What We Know.Applied Linguistics and Language Teacher Education is aimed at applied linguists who are interested in understanding more about the learning of novice teachers in their classes. The 21 studies in this volume provide information on the complexity of novice teachers’ learning and use of knowledge in a variety of applied linguistics classes such as SLA, Syntax, Pragmatics, Sociolinguistics, Phonetics and Phonology, L2 Reading and Writing, Testing, and Content Based Instruction. These studies were conducted in a variety of contexts, from North and South America to Europe, Asia and Australia, and look at the preparation of teachers of English, Spanish and Chinese. The book also includes a state-of-the-art summary of research on knowledge acquisition and use which provides applied linguists with a solid basis for developing their ideas about their students’ learning and use of the knowledge presented in their classes.