{"title":"Towards a Sociolinguistically Responsive Pedagogy: Teaching Second-Person Address Forms in French","authors":"R. A. V. Compernolle","doi":"10.3138/CMLR.66.3.445","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2010-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"31","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.3138/CMLR.66.3.445","RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 31
Abstract
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.
期刊介绍：
During the more than 60 years of its existence, The Canadian Modern Language Review/La Revue canadienne des langues vivantes has evolved from an Ontario-centered journal containing mainly classroom-based teaching strategies and resources to a Canada-wide, bilingual, refereed scholarly publication of national scope and international repute. The CMLR/RCLV serves members of the teaching profession, administrators and researchers interested in all levels of English and French as second languages and, in addition, those interested in native and other modern, international, or heritage language programs and issues.
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