This article presents a sociolinguistically responsive model of pedagogy situated within existing sociocultural and communicative approaches to language learning and teaching. The specific focus of the discussion is on the French pronouns of address, "tu" and "vous". The article reviews previous research on second-person address in educational and non-educational contexts, and then describes the model of a sociolinguistically responsive pedagogy that bridges language learning theory and classroom practice. The recommendations include a number of sample tasks and task components whose aim is to raise learners' awareness of the variable use of these pronouns, both within and beyond the classroom.