Classroom foreign language learning and language variation: the notion of pedagogical norms

Abstract

This article comprises three parts. In the first part, a model of interlinguistic variation is developed which, unlike those presented heretofore, attempts to take into account inherent variation in the target language. In the second part are presented the results of a pilot study which suggests that advanced learners, including foreign language teachers, differ significantly from target language speakers in the way they handle variation. In the third part an argument is constructed for the establishment of special classroom replicas of the target language labelled pedugogicul norms. Finally, the notion of pedagogical norm is illustrated with two variable features of French, the phonological '6' variable and interrogative structures. These two examples illustrates the important point that pedogogical norms must take into account the full range of target language variability, including sociolinguistically stigmatized features. Although all the examples in this article are drawn from French, the model of interlinguistic variation that is developed and the notion of pedagogical norm that stems from the model are applicable to all types of foreign-and second-language learning, including that of English as a second language.

Aspects of interrogative use in near-native French

“…Gadet (1997) spoke of a "proliferation of different forms" (p. 105), and for Valdman (1988), interrogatives represented "a notoriously variable aspect of French syntax" (p. 232). Gadet's (1997, pp.…”

Comparing Teachers' Judgments of Learners' Speech in Chinese as a Foreign Language

“…Putting these findings together, it would mean that whichever their L1 and whatever their espoused referents, in practice each group noted and approved a communicative style for L2 learners speaking Chinese that matched the style that is valued in their own L1 society speech behavior. This reveals a contradiction between the groups over what constitutes the appropriate foreigner behavior in the L2 that Valdman's () principle 3 seeks to establish, and in turn raises for L1‐L2 user dialogue Kramsch's () questions about the appropriate meaning schemata for foreign language learners: Whose social norms, or what blend of social norms, should compose a common standard for L2 speakers of Chinese? Can a common acceptable range be found? What contextual criteria might have a bearing on varying the standard?…”

“…To develop such a foundation, those involved with Chinese language education must look both outward, to the experience of teaching and learning other languages, as well as inward, to the experience of those involved with the teaching and learning of Chinese. Seeking other language expertise in the development of standards in foreign language pedagogy leads inevitably to the work of Valdman (, ), whose four principles to guide the elaboration of norms have long set the recognized standard in the field of second language acquisition (SLA) (Gass, Bardovi‐Harlig, Sieloff Magnan, & Walz, ). Valdman's principles state that the language selected must: reflect actual speech of the target language in authentic communicative situations; conform to the native [L1] speaker ideal; conform to expectations of both native [L1] speakers and nonnative [L2] speakers concerning being appropriate behavior for foreigners; take into account processing and learning facts.…”

“…Valdman's principles state that the language selected must: reflect actual speech of the target language in authentic communicative situations; conform to the native [L1] speaker ideal; conform to expectations of both native [L1] speakers and nonnative [L2] speakers concerning being appropriate behavior for foreigners; take into account processing and learning facts. (Valdman, , p. 21) …”

“…To develop such a foundation, those involved with Chinese language education must look both outward, to the experience of teaching and learning other languages, as well as inward, to the experience of those involved with the teaching and learning of Chinese. Seeking other language expertise in the development of standards in foreign language pedagogy leads inevitably to the work of Valdman (1961Valdman ( , 1989, whose four principles to guide the elaboration of norms have long set the recognized standard in the field of second language acquisition (SLA) (Gass, Bardovi-Harlig, Sieloff Magnan, & Walz, 2002). Valdman's principles state that the language selected must:…”