Pedagogical Grammar has been notorious for a number of controversial issues, among them how necessary and effective it is in assisting foreign language learners at the moment of language production. If language is understood as a formal system that is activated when put to use and grammar as a meaning-negotiating resource, there are aspects of language that need to be taught if they are ever to be noticed and used in context. To teach these aspects, foreign language teachers typically resort to Pedagogical Grammar or other methods to provide learners with tools to create meaning and negotiate socially motivated communication. This paper addresses the relevance of Pedagogical Grammar to the teaching and learning of foreign languages, taking a theoretical approach. Ultimately, it is an attempt to further understanding of the topic and inspire practitioners to design pedagogical grammar activities. To this end, definitions of Pedagogical Grammar are reviewed, and related issues brought to light. Then, criteria for the design of pedagogical activities are highlighted.