Nurses working in their second language (L2) face different language-related problems in clinical practice, among which is the difficulty to understand patients' accents or the colloquial phrases they use. These results come as no surprise as L2 teaching is often implicitly oriented toward the acquisition of the standard level of the target language. In order to incorporate a greater linguistic diversity into L2 teaching, the concept of a pedagogical norm, which reflects the observable linguistic behaviour of target language speakers, can be used. The present study aims to establish the pedagogical norm to adopt in the French as a second language education of nursing science students living in a French minority environment. Adapted from the source document.