Teachers who have been through TEFL or Applied Linguistics courses as a preparation for their job may often find that they have been taught to rely mainly on linguistics as a basis for teaching. Most of their theoretical courses and reading will have been on linguistic subjects; relatively little on pedagogy or education as such. The section of the course devoted to teaching experience cannot help but relate to pedagogy – but usually on a strictly practical level: classroom techniques and teaching behaviour. So that trainees come out with a lot of theoretical linguistic knowledge, but little idea how to integrate it with practical classroom pedagogy; for example, they may know a lot about the phonology of English, but have no idea about how to teach pronunciation. On the other hand they may have some good teaching ideas, but little awareness of relevant principles of pedagogy or how the linguistics can be best utilized within them. For instance, they may have been taught that group work is desirable; but may have failed to learn to distinguish between situations where group work is pedagogically valid and where it is not; or may have no awareness of the role of group or pair work in the development of communication strategies.