Over the last 25 years, scholars have proposed several recommendations for including spoken grammar in second language classrooms. However, recent studies point to potential challenges in this endeavour: learners may feel inauthentic when using what they see as 'native-speaker' forms, and interlocutors may see these forms as less acceptable when used by non-native speakers. This paper examines current recommendations for teaching spoken grammar in light of these issues and proposes a functional teaching approach that presents spoken grammar as a communicative resource rather than a formal characteristic of native-speaker usage. It then reports on a pilot study exploring the feasibility and students' reception of such an approach. The paper concludes that it is possible to adapt spoken grammar pedagogy to be more socioculturally sensitive, and that teaching should aim towards a fuller understanding and appreciation of the affordances of spoken grammar.