The concept of Pedagogical Norm is grounded in both sociolinguistic and psycholinguistic principles. Pedagogical Norms guide the selection and sequencing of target language features for language teaching and learning. This book both situates and expands on this concept highlighting the interaction of research and pedagogy. The papers collectively illustrate how the concept of pedagogical norm applies to all components of language, including phonology, morphology, syntax, and discourse. The book begins with a discussion of definitions including papers that trace the history of the concept and define what is meant by norms. Also included are papers that apply the concept of pedagogical norms in specific contexts (e.g., intonation, morphology) and to specific languages. Finally, pedagogical norms are extended beyond the more traditional areas of grammatical competence to such disparate areas as listening, discourse, and circumlocution.

Table of Contents

Introduction Kathleen Bardovi-Harlig and Susan M. Gass 1•12 Section I: Defining Pedagogical Norms 13 Pedagogical norms: Development of the concept and illustrations from French Sally Sieloff Magnan and Joel Walz 15•40 Norms, native speakers and reversing language shift Bernard Spolsky 41•58 Standard, norm, and variability in language learning: A view from foreign language research Claire Kramsch 59•79 French immersion in Montréal: Pedagogical norm and functional competence Julie Auger 81•101 Section II: Applying Pedagogical Norms 103 Communicative classrooms, processing instruction, and pedagogical norms Bill VanPatten 105•118 The initial impact of reading as input for the acquisition of future tense morphology in Spanish James Lee 119•140 Treating French intonation: Observed variation and suggestions for a pedagogical norm Laurie Anne Ramsey 141•170 Dislocated subjects in French: A pedagogical norm Helene Ossipov 171•181 Variant word-order constructions: To teach or not to teach? Evidence from learner narratives Betsy Kerr 183•198 Section III: Extending Pedagogical Norms 199 Incorporating variation in the French classroom: A pedagogical norm for listening comprehension Cynthia A. Fox 201•219 A pedagogical norm for circumlocution in French Sarah Jourdain and Mel Scullen 221•239 Between orality and literacy: Developing a pedagogical norm for narrative discourse Carl Blyth 241•274 Albert Valdman, the Compassionate Shepherd Harry Gradman 275•279 Albert Valdman: Rudy Professor of French & Italian and Linguistics 281•297 Subject index 299•305