Towards a Sociolinguistically Responsive Pedagogy: Teaching Second-Person Address Forms in French

Rémi A. van Compernolle

31 citations0/0 files storedCanadian Modern Language Review/ La Revue canadienne des langues vivantes

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French Language Learning Methods EFL/ESL Teaching and Learning Linguistics and Language Analysis

Abstract

This article presents a sociolinguistically responsive model of pedagogy situated within existing sociocultural and communicative approaches to language learning and teaching. The specific focus of the discussion is on the French pronouns of address, tu and vous. The article reviews previous research on second-person address in educational and non-educational contexts, and then describes the model of a sociolinguistically responsive pedagogy that bridges language learning theory and classroom practice. The recommendations include a number of sample tasks and task components whose aim is to raise learners' awareness of the variable use of these pronouns, both within and beyond the classroom.

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References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1996A Pedagogy of Multiliteracies: Designing Social Futures 1980THEORETICAL BASES OF COMMUNICATIVE APPROACHES TO SECOND LANGUAGE TEACHING AND TESTING 1980THEORETICAL BASES OF COMMUNICATIVE APPROACHES TO SECOND LANGUAGE TEACHING AND TESTING 2013Sociocultural Theory and Second Language Learning 1996A pedagogy of Multiliteracies Designing Social Futures 2006Sociocultural Theory and the Genesis of Second Language Development

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