ABSTRACT
This chapter focuses on the principles and methodology of mixing research procedures. The different ways in which research methods can be combined have a number of implications, which are subsumed here under two main headings: one concerns scale, the other level. In many large-scale projects, of course, teachers are part of the research scenery, investigated rather than them doing the investigating. In many more, however, teachers have become increasingly involved, not on the whole as initiators but certainly as active participants, and often in collaborative modes academic with teacher, teacher with teacher under the aegis of a project director. At the macro end of the spectrum, there are many instances of the research in education and in language teaching and learning involving quite large numbers of people that is both multimethod and multisite. Researchers are often required to conduct balancing acts between a numbers of the pragmatic considerations.
