Methods used in studies of the classroom language of the English teacher are described in this paper and some results of the research are reported. The paper first describes three methods traditionally employed in the description of the language of the English classroom--live observation systems, coding systems based on transcripts, and ethnographic studies--and indicates which of these methods was used in each of 22 studies. It next characterizes the studies (and two additional studies) according to five types of research designs outlined by M.J. Dunkin and B.J. Biddle: process occurrence, presage-process, context-process, process-process, and process-product. The paper then reports some of the results of the studies, concluding that the findings suggest that English teachers make their classrooms into very dull places, and notes that the findings do not yield much information about the effects of teacher training on the beginning English teacher. It concludes by stating some assumptions about what research should be and by stating that future research studies into the training of English teachers should be holistic and longitudinal, should investigate the process of how teachers learn to think like teachers, should reflect the divisions of the field of English teaching, and should focus on the language of the classroom. (GT)