In:Pedagogical Norms for Second and Foreign Language Learning and Teaching: Studies in honour of Albert Valdman
Edited by Susan M. Gass, Kathleen Bardovi-Harlig, Sally Magnan Pierce and Joel Walz
[Language Learning & Language Teaching 5] 2002
► pp. v–vi
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This article is available free of charge.
Published online: 3 September 2002
https://doi.org/10.1075/lllt.5.toc
https://doi.org/10.1075/lllt.5.toc
Table of contents
Introduction
Section I: Defining Pedagogical Norms
Pedagogical norms: Development of the concept and illustrations from French
Norms, native speakers and reversing language shift
Standard, norm, and variability in language learning: A view from foreign language research
French immersion in Montréal: Pedagogical norm and functional competence
Section II: Applying Pedagogical Norms
Communicative classrooms, processing instruction, and pedagogical norms
The initial impact of reading as input for the acquisition of future tense morphology in Spanish
Treating French intonation: Observed variation and suggestions for a pedagogical norm
Dislocated subjects in French: A pedagogical norm
Variant word-order constructions: To teach or not to teach? Evidence from learner narratives
Section III: Extending Pedagogical Norms
Incorporating variation in the French classroom: A pedagogical norm for listening comprehension
A pedagogical norm for circumlocution in French
Between orality and literacy: Developing a pedagogical norm for narrative discourse
Albert Valdman, the Compassionate Shepherd
Albert Valdman: Rudy Professor of French & Italian and Linguistics
Subject index
