Pedagogical Grammar, according to Odlin, T (1994)

It is an axiomatic system where several fields are involved. The hybrid nature of pedagogical grammar works in numerous fields.

a) Instructional Time. - The time spent in the language classroom is not enough to acquire proficiency in a foreign language. Depending on the country the study of a foreign language will vary. Some countries start since elementary grades although others in higher levels.

b) Learner Independence. - Due to the fact that teachers cannot focus on each learner’s lack, they have to become independent in order to learn what is missing during their classroom hours.

c) Fossilization of knowledge.- Learners have to become analysts of the L2 in order to succeed in acquiring it as they will have to vary their strategies and not fall on fossilized errors. Findings have shown that higher proficient learners dedicate more time to master the language.

d) Expert Guidance. - It has been found that teacher’s explanations may help learners succeed; nevertheless, sometimes teacher’s urging learners to use determined structures before they are ready stops them from learning. Thus, teachers have to be cautious and observe the adequate time giving learners balanced communicative activities in both formal analysis and functional activities. In order to succeed teachers have to know what constitutes the grammatical system and how to explore it.

Knowledge of grammar has to do with the 1) products as rules; with 2) academic grammar related to the learner’s and professional linguistics needs; 3) grammar for teachers, which is being taught today, focusing on the usefulness for the learner and our experience, and 4) pedagogical grammar for learners.

Teachers define grammar differently but the word rule is always used, which is splitted in three: prescriptive, descriptive and pedagogical. That is, what we should say, what we say and what we teach. Nevertheless, this splitting has become a problem because we will always question which to highlight to the learner. Quite rightly a pedagogical rule gives them a guideline as what to use, but often it is over simplified and these may cause our students not to allow the language used with friends to be used with the same rules as those produced in the classroom.

Reference: Odlin, T, (1994) “Perspectives on Pedagogical Grammar” Cambridge pages 7-14