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> 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.<br>
<br>
<font size="3">When I recommend writing two grammars I would intend the <font size="3">
layman's grammar to be something that a pedagogical professional <font size="3">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 <font size="3">d<font size="3">iff<font size="3">er<font size="3">ence</font></font> between a noun and a verb to expect that just anyone could ha<font size="3">ndle 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<font size="3">.
<br>
<br>
<font size="3">I liken founding a language program to constructing a large building. It takes an architect (the linguist), a civil engineer (the educationist),
<font size="3">plus plumbers, electricians and construction workers (the classroom teach<font size="3">ers<font size="3">,</font> assistants<font size="3"> and native speakers</font>). You can imagine what happens if the architect tries to construct the walls
or the sup<font size="3">ports or what happens if the stone mason or carpenter tries to create the blueprin<font size="3">ts. So Willem is right, BUT I don't think the linguist is responsible for every detail of classroom instruction.
<font size="3">That requires an intermediary who is a<font size="3"> specialist but not necessarily a linguist<font size="3">. And it's that person who needs to be able to understand that second book the linguist produces.<br>
<br>
<font size="3">Bob</font><br>
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