Pedagogical Norms for Second and Foreign Language Learning and Teaching

Studies in honour of Albert Valdman

Editors
| Michigan State University
| Indiana University
| University of Wisconsin
| University of Georgia
HardboundAvailable
ISBN 9789027216991 (Eur) | EUR 90.00
ISBN 9781588112613 (USA) | USD 135.00
 
PaperbackAvailable
ISBN 9789027217004 (Eur) | EUR 33.00
ISBN 9781588112620 (USA) | USD 49.95
 
e-Book
ISBN 9789027297495 | EUR 90.00/33.00*
| USD 135.00/49.95*
 
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: Available
Table of Contents
Introduction
Kathleen Bardovi-Harlig and Susan M. Gass
1–12
Section I
Pedagogical norms: Development of the concept and illustrations from French
Sally Magnan Pierce 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
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
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 Mary Ellen Scullen
221–239
Between orality and literacy: Developing a pedagogical norm for narrative discourse
Carl S. Blyth
241–274
Albert Valdman, the Compassionate Shepherd
Harry L. Gradman
275–279
Albert Valdman: Rudy Professor of French & Italian and Linguistics
281–297
Subject index
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.”
“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.”
“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.

Cited by

Cited by other publications

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. Crossref logo
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. Crossref logo
Howard, Martin
2015. At the Interface between Sociolinguistic and Grammatical Development: The Expression of Futurity in L2 French. Arborescences :5  pp. 97 ff. Crossref logo
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. Crossref logo
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. Crossref logo

This list is based on CrossRef data as of 01 may 2020. 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
BIC Subject: CF – Linguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2002074625