This article discusses the relationship between second language (L2) teaching and research from the multiple perspectives of a North American context, with particular focus on: coexistence of teaching and research activities, on similar topics, but with different goals; collaboration of teaching and research efforts, toward understanding and addressing mutual interests and concerns, through shared data collection, analysis, and interpretation, action research, and ethnographic studies; complementarity of teaching and research contributions, toward a more complete picture of L2 learning and retention, through theoretically motivated treatments, designed and initiated in the research context, and studied in the classroom; and compatibility of teaching and research interests, with respect to the cognitive and social processes of L2 learning, and the materials and activities through which work with L2 learners is carried out. The article begins with a brief overview of the relationship between L2 teaching and research as it has unfolded over time.
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