In this essay, five researchers, who are also English educators, describe the research they have crafted to improve the quality of classroom literacy education. They begin by describing their common perspective afforded by linguistics, discourse analysis and related social theory. Their framework and studies describe their action-oriented epistemology for studying key issues in novice English teacher education, experienced English teacher continuing education, writing textbook production, and Standard English teaching. The authors argue for teaching teachers and students the linguistic and discursive tools through which they can create and exercise their own grammars to generate productive social practices. (Contains 6 footnotes.)