Pedagogical Norms for Second and Foreign Language Learning and Teaching
Studies in honour of Albert Valdman
Published on 3. September 2002
Book
Paperback/Softback
305 pages
978-90-272-1700-4 (ISBN)
Description
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.
More details
Series
Language
English
Place of publication
Amsterdam
Netherlands
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 220 mm
Width: 150 mm
Weight
425 gr
ISBN-13
978-90-272-1700-4 (9789027217004)
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Schweitzer Classification
Persons
Content
1. Introduction (by Bardovi-Harlig, Kathleen); 2. Section I: Defining Pedagogical Norms; 3. Pedagogical norms: Development of the concept and illustrations from French (by Magnan Pierce, Sally); 4. Norms, native speakers and reversing language shift (by Spolsky, Bernard); 5. Standard, norm, and variability in language learning: A view from foreign language research (by Kramsch, Claire); 6. French immersion in Montreal: Pedagogical norm and functional competence (by Auger, Julie); 7. Section II: Applying Pedagogical Norms; 8. Communicative classrooms, processing instruction, and pedagogical norms (by VanPatten, Bill); 9. The initial impact of reading as input for the acquisition of future tense morphology in Spanish (by Lee, James); 10. Treating French intonation: Observed variation and suggestions for a pedagogical norm (by Ramsey, Laurie Anne); 11. Dislocated subjects in French: A pedagogical norm (by Ossipov, Helene); 12. Variant word-order constructions: To teach or not to teach? Evidence from learner narratives (by Kerr, Betsy); 13. Section III: Extending Pedagogical Norms; 14. Incorporating variation in the French classroom: A pedagogical norm for listening comprehension (by Fox, Cynthia A.); 15. A pedagogical norm for circumlocution in French (by Jourdain, Sarah); 16. Between orality and literacy: Developing a pedagogical norm for narrative discourse (by Blyth, Carl S.); 17. Albert Valdman, the Compassionate Shepherd (by Gradman, Harry L.); 18. Albert Valdman: Rudy Professor of French & Italian and Linguistics; 19. Subject index