ABSTRACT
A perennial concern for language researchers and teachers is the gap between the curriculum as plan and the curriculum as outcome. This chapter explores the mismatch between the pedagogical intentions and plans of the educational institution, curriculum, teacher, and textbook, and the outcomes as realized through the skills and knowledge that learners take away from instructional encounters. Although there will never be a one-to-one relationship between teaching and learning, there are ways in which teachers and learners and teaching and learning can be brought closer together.
