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This paper investigates the knowledge about language of four trainee EFL teachers, in the light of recent theoretical writing about the relationship of expert and novice knowledge, and about native and non‐native language teachers. A recording of two lesson‐planning discussions is analysed in‐depth, in terms of the teachers’ assumptions about language (including meaning and form) and language‐learning; and of the means by which differences between models are negotiated. The non‐native teachers are shown to be using their previous learning experience in their discussion, and to have more developed and context‐oriented models of language and learning. Some comments are made concerning the role of metalinguistic terminology in the discussions.
