Pedagogical grammar is the presentation of grammatical information for teaching purposes. Two important distinctions are relevant here: reference books versus teaching grammars programmed into a course, and generalized versus specialized grammars, (depending on the extent to which they have been designed to meet specific teaching/learning situations). The more promising type of grammar is one that goes beyond the reference function and facilitates in a systematic and explicit way the learning of the target language. Textbook designers should abandon the "parasitic" approach which merely simplifies one or more theoretical linguistic description, as does the "orthodox" approach, which follows one linguistic theory only. Naive eclecticism is, however, no solution. The designer should devise and adapt descriptions according to psychological and sociolinguistic principles. As a starting point, the approach of David Ausubel seems highly appropriate. By adopting his theory on the use of various kinds of organizers, the designer may frame a pedagogical grammar that promotes meaningful learning, something which a patchwork grammar, naively eclectic and atheoretical, is unlikely to do. Organizers, which may be anything from visual non-linguistic marks on paper to highly abstract notional categories, are classifications based on principles that are didactic as well as linguistic. (Author/AMH)