Pedagogical Norms for Second and Foreign Language Learning and Teaching
Studies in honour of Albert Valdman
Editors
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.
[Language Learning & Language Teaching, 5] 2002. vi, 305 pp.
Publishing status:
© John Benjamins Publishing Company
Table of Contents
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IntroductionKathleen Bardovi-Harlig and Susan M. Gass | pp. 1–12
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Section I: Defining Pedagogical Norms
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Pedagogical norms: Development of the concept and illustrations from FrenchSally Magnan Pierce and Joel Walz | pp. 15–40
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Norms, native speakers and reversing language shiftBernard Spolsky | pp. 41–58
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Standard, norm, and variability in language learning: A view from foreign language researchClaire Kramsch | pp. 59–79
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French immersion in Montréal: Pedagogical norm and functional competenceJulie Auger | pp. 81–101
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Section II: Applying Pedagogical Norms
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Communicative classrooms, processing instruction, and pedagogical normsBill VanPatten | pp. 105–118
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The initial impact of reading as input for the acquisition of future tense morphology in SpanishJames F. Lee | pp. 119–140
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Treating French intonation: Observed variation and suggestions for a pedagogical normLaurie Anne Ramsey | pp. 141–170
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Dislocated subjects in French: A pedagogical normHelene Ossipov | pp. 171–181
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Variant word-order constructions: To teach or not to teach? Evidence from learner narrativesBetsy Kerr | pp. 183–198
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Section III: Extending Pedagogical Norms
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Incorporating variation in the French classroom: A pedagogical norm for listening comprehensionCynthia A. Fox | pp. 201–219
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A pedagogical norm for circumlocution in FrenchSarah Jourdain and Mary Ellen Scullen | pp. 221–239
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Between orality and literacy: Developing a pedagogical norm for narrative discourseCarl S. Blyth | pp. 241–274
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Albert Valdman, the Compassionate ShepherdHarry L. Gradman | pp. 275–279
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Albert Valdman: Rudy Professor of French & Italian and Linguistics | pp. 281–297
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Subject index | pp. 299–305
“This volume provides an interesting overview of the uses and possibilities of the concept of pedagogical norms. It furthermore includes the evolution of Valdman's work, as well as the evolution of foreign language teaching and acquisition.”
Barbara De Cock, K.U. Leuven, in ITL Review, 2005
“The fine individual contributions to this volume make a strong case for the importance of incorporating pedagogical norms in any second and foreign language teaching situation, offering relevant and concrete ways to do so, all the while demonstrating the complexities of such a task. This volume is a must for any language program coordinator and will no doubt provoke many a language teacher to rethink his or her program goals and means of achieving them.”
Nadine Di Vito, University of Chicago, in The Canadian Modern Language Review Vol.60(2), 2003
“The present volume is a valuable contribution to our understanding of one of the major concepts in language pedagogy and will no doubt become an indispensable reference tool for researchers and practitioners in the fields of applied and educational linguistics. Taking Professor Valdman's legacy as its theoretical foundation, the volume elaborates further the concept of pedagogical norm, superbly illustrating its overall importance and role in mediating the relationship of the closely related disciplines' descriptive linguistics, second language acquisition and language pedagogy. The editors splendidly succeeded in making the volume extremely readable, thematically rich, but highly coherent, with a right proportion of purely theoretical and more empirically-based contributions.
It is with pleasure that we recommend it to the attention of its intended readership, composed primarily of applied linguists and educationist, who will most certainly welcome the appearance of this volume. But it should also without hesitation be brought to the attention of a wider scholarly audience, including in particular younger generation of applied linguistic and educational scholars and practitioners, who might find its exhaustive bibliography on the topic a very good starting point for further research.
”
It is with pleasure that we recommend it to the attention of its intended readership, composed primarily of applied linguists and educationist, who will most certainly welcome the appearance of this volume. But it should also without hesitation be brought to the attention of a wider scholarly audience, including in particular younger generation of applied linguistic and educational scholars and practitioners, who might find its exhaustive bibliography on the topic a very good starting point for further research.
”
Svetlana Kurtes, University of Cambridge on Linguist List 14.66, 2003
Cited by (9)
Cited by nine other publications
Obukoadata, Presly R., Katharina Hammler, Hassan Yusuf, Audu Liman & Jamiu S. Olumoh
2024. Transacting knowledge when there are no schools during the COVID-19 lockdown in Nigeria: the SENSE-transactional radio instruction experience. Humanities and Social Sciences Communications 11:1 
Duchemin, Marie
2017. Les représentations associées aux français nationaux, aux espaces géographiques et aux locuteurs dans les manuels de français langue étrangère et de français langue seconde : étude comparée entre la France et le Québec. Canadian Journal of Applied Linguistics 20:2 ► pp. 51 ff.
Nadasdi, Terry & Alison Vickerman
2017. Opening up to Native Speaker Norms: The Use of / I / in the Speech of Canadian French Immersion Students. Canadian Journal of Applied Linguistics 20:2 ► pp. 18 ff.
Howard, Martin
2015. At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French. Arborescences :5 ► pp. 97 ff.
Orton, Jane
2014. Comparing Teachers' Judgments of Learners' Speech in Chinese as a Foreign Language. Foreign Language Annals 47:3 ► pp. 507 ff.
Anderson, Bruce
2007. Pedagogical Rules and their Relationship to Frequency in the Input: Observational and Empirical Data from L2 French. Applied Linguistics 28:2 ► pp. 286 ff.
KRAMSCH, CLAIRE & ANNE WHITESIDE
2007. Three Fundamental Concepts in Second Language Acquisition and Their Relevance in Multilingual Contexts. The Modern Language Journal 91:s1 ► pp. 907 ff.
Triantafillidou, Lida & John S. Hedgcock
2007. Learning Modern Greek: A Comparison of Development and Identification Patterns Among Heritage and Foreign Language Learners. Journal of Language, Identity & Education 6:1 ► pp. 1 ff.
Wells, Amy Stuart, David M. Callejo perez, Richard Lakes, Kurt J. Bauman, Alice Ginsberg, Robert Train, Stacy Otto, Michael Glassman, Kathryn Benson, Rebecca Gajda, Christopher C. Weiss & Dan Butin
2004. Social Context. Teachers College Record 106:2 ► pp. 338 ff.
This list is based on CrossRef data as of 18 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CF: Linguistics
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General