This series of three seminars explores the relationship between formal linguistics, second language acquisition (SLA) research, and language education. The first seminar maps the theoretical landscape, examining where linguistic and acquisition research connects with - and diverges from - language classroom practice. The second seminar challenges disciplinary silos, arguing for greater integration across linguistic paradigms despite competing assumptions about the nature of language knowledge, and shows how such paradigmatic integration can enrich language education. It also redirects attention to a frequently undervalued dimension of language learning: the quality of language input. The third seminar turns to concrete action, presenting findings from textbook input research and making the case for structured knowledge exchange between SLA researchers and language teachers, before charting directions for future collaboration. Together, the seminars offer both a critical diagnosis of current disconnects and a constructive, evidence-based vision for bridging research and practice in language education.
