Ch 12 The aim of pedagogical sociolinguistics is limiting sociolinguistics areas, topics, issues and phenomena which will be the focuses

s of FLT because some are not relevant to the preparation of teaching materials. For example: Black English vernacular, surface pronoun system and rules of address are relevant, while the methods of isolating contextual styles are not relevant. These sociolinguistic data should be presented to both the teacher and the student in a systematic and explicit way by constructing a sociolinguistic grammar. Both disciplines, sociolinguistic and pedagogical linguistics are interconnected in a sense that some sociolinguistic facts are relevant to language teaching and some pedagogical propositions come from sociolinguistic data. Pedagogical contrastive sociolinguistics is related to pedagogical sociolinguistics as long as any study of l2 involving concern about the differences and similarities with l1 is considered contrastive. Step 1: Another aim of pedagogical sociolinguistics is to generate systematic application of the sociolinguistic data to be used in the foreign language learning-teaching process. This would be valid only when a sociolinguistic grammar arrives to match two grammar systems in terms of a linguistic grammar and a grammar of social interaction (a set of finite rules produced from an infinite set of social behaviors. e.g. greeting) (step 2) (step 3) After individual sociolinguistic grammars for language x and y are formulated, contrastive sociolinguistics comes on scene to single out differences and similarities. Then, (step 4) pedagogical sociolinguistics comes in and utilizes grammatical information in learning-teaching process. If pedagogical sociolinguistics uses data collected by contrastive sociolinguistics then it naturally becomes pedagogical contrastive sociolinguistics (step5) A sociolinguistic grammar involves three levels of analysis:

1) Identify abstract forms criteria for categorizing the topic, setting and personnel of the interaction. 2) Matching the forms in a particular language 3) Assigning the occurring linguistic forms to the observed social behavior The model above is viewed to be erroneous because it doesnt imply natural integration. An alternative view which is an integrated theory of sociolinguistic description where no post descriptive matching but outright integration.

Generating a sociolinguistic grammar would be difficult because we still have an incomplete linguistic grammar let alone a grammar of social interaction, however we can start and build on the fragmentary sociolinguistic data that has been gathered.