A framework is presented for grammar instruction based on sociocultural theory and critical pedagogy. It is argued that restricting students' learning to the standard German of the monolingual, educated native speaker is both insufficient and inappropriate. It is proposed that grammar teaching and learning should support learners as developing bilinguals. The conventional definition of pedagogical grammar is expanded to include multiple varieties of grammar in dynamic contexts of use, based on Valdman's variable pedagogical norm and Larsen-Freeman's model of "grammaring." Learner success is reframed as the development of intercultural communicative competence (Byram) and language socialization (Ochs), which themselves necessitate a rethinking of the classroom learning situation in terms of legitimate peripheral participation (Lave and Wenger). Thereafter the importance of "politicizing" grammar instruction is highlighted (Freire). Four proposals for implementation in the classroom are offered, supported by sample activities.