The scientific rigour in research. Some issues from the area of Language and Literature Teaching

In this paper, we assume the rationale that marks the discourses on the quality of scientific research. In so doing, we aim to confirm the scientific nature of the knowledge stemmed from the Teaching of Language and Literature (TLL). To address this, we analyse guidelines in specialised literature to examine the research of TLL, the notion of scientific quality and the criteria to evaluate it. Both qualitative and quantitative paradigms encompass these criteria; however, the qualitative one allows us to study them in detail since the scientific rigour looms as a frequent notion. In order to overcome this disjunction, we propose the scientific rigour as a macro criterion with comparable indicators between paradigms and fields of knowledge. Consequently, as the scientific rigour is crucial to develop joint assessment activities, it could become part of the scientific culture of TLL and the research training.