Writing two books

[Rankin, Robert L.]

> There is also a problem with writing two books, however.  We linguists know how to write reference grammars, but (with rare exceptions, you know who you are!) we are simply are not trained to write good pedagogical materials for learners.

When I recommend writing two grammars I would intend the layman's grammar to be something that a pedagogical professional could benefit from when composing teaching materials, not necessarily a grammar that the students themselves could use to teach themselves the language.  I have too much experience with college students who never learned the difference between  a noun and a verb to expect that just anyone could handle any sort of language grammar.  Someone trained in "language arts" or "early childhood education", etc. should know what a past participle is or what a subjunctive is.

I liken founding a language program to constructing a large building.  It takes an architect (the linguist), a civil engineer (the educationist), plus plumbers, electricians and construction workers (the classroom teachers, assistants and native speakers).  You can imagine what happens if the architect tries to construct the walls or the supports or what happens if the stone mason or carpenter tries to create the blueprints.  So Willem is right, BUT I don't think the linguist is responsible for every detail of classroom instruction.  That requires an intermediary who is a specialist but not necessarily a linguist.  And it's that person who needs to be able to understand that second book the linguist produces.

Bob
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