Abstract
The theory-practice relationship in ESL, as in other curriculum areas, is a matter of continual concern. This paper reviews some of the central issues and problems relating to the interpretation of theory and research for ESL practice. The discussion focuses on four main areas: I) the relationship between theoretical and practical knowledge, 2) the temporary nature of theories, 3) the status of theoretical constructs, and 4)the multiple interpretability of theory and research. Following insistence upon the "art of the eclectic" in curriculum deliberation by Schwab (1970,1971,1973,1983), an attempt is made to distinguish between principled and unprincipled interpretations of eclecticism. The main conclusion of the paper is that the relationship between theory and practice must be an indirect one, one which therefore depends upon the skills of teachers as classroom researchers and deliberators about curriculum.
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