Last update:
9 February 2010
|
Pedagogical Norms for Second and Foreign Language Learning and TeachingStudies in honour of Albert Valdman
2002. vi, 305 pp.
Publishing status: Available
Hardbound
– In stock
978 90 272 1699 1 / EUR 90.00 978 1 58811 261 3 / USD 135.00
Paperback
– In stock
e-Book
– Available from e-book platforms
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
“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.
“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.”
Subject classification |
Linguistics