A few students have had some l- guistics, many not. Some students are resistant to taking this course, but are required to do so, whether to satisfy speci?c degree requirements, for state or professional certi?cation, or for other reasons. Other students’ exposure has been limited to lessons in “correctness,” and are generally unaware of which language features are central to teaching ESL/EFL learners. Some of these students have had a strong knowledge of English grammar, but often have dif?culties in applying their kno- edge to real-life discourse. The students in these courses have represented a variety of teaching backgrounds: ESL and EFL teachers, native and non-nativespeakersof English,and mainstreamcontent-areateacherswith ESL students in their classes, to name a few. Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers is a result of my frustrations over many years of teaching graduate-level structure courses and not being able to ?nd an appropriate grammar text for the pre- and in-service teachers enrolled in these classes.
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