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C H A P T E R 1 0
Lesson planning and
teacher-led reflection
Noriko Ishihara
Introduction
I
n this section of the book, we have thus far reviewed theories 
of second language acquisition related to the teaching and learn-
ing of pragmatics and have seen various examples of pragmatics-focused
instruction and curriculum development. We have also discussed the 
potential value of making use of naturally occurring data in L2 pragmatics
instruction through the use of language corpora and a conversation analytic
approach. In addition, we have explored ways to enhance instructional
materials through incorporating pragmatics-focused insights and research-
based information.
While the book as a whole is largely intended for pre-/in-service teachers
and graduate students, this chapter is especially directed at practicing 
teachers. The chapter is meant to assist you in enhancing your awareness 
of the issues associated with pragmatics-focused instruction and applying this
awareness to your own instruction. We suggest projects and activities that
you can engage in individually or preferably in collaboration with others.
1
The first project is the teachers’ response journal in which you reflect on
selected issues relevant to your own teaching and learning of pragmatics.
The second is the design of lesson plans that you utilize in your instructional
contexts. Finally, the chapter presents three activities in which you and
your colleagues draw on your collective wisdom to explore insights to be
1
If this book is being used as a reference in a course on teaching pragmatics as in 
a summer institute such as that offered by the University of Minnesota’s CARLA, the
projects/activities offered here could be used as a part of course assignments.

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L E S S O N P L A N N I N G A N D T E A C H E R - L E D R E F L E C T I O N
1 8 7
used for lesson planning and further dialogue for enhancing L2 pragmatics
instruction.
Teachers’ response journal
Teacher readers are invited to engage in reflective writing as you read about,
plan out, and then implement pragmatics-focused instruction in your class-
room.
2
You will be asked to contemplate ways that you might increase or
enhance your engagement in the teaching and assessment of L2 pragmatics
in your classroom. You are to track your learning and thoughts in your jour-
nal and further develop them as you write, respond to others, and receive
feedback. Journal entries can include (but are not limited to):
■
reactions to the recommended readings (see below);
■
reactions to the discussions presented in the book (see Chapter 2);
■
insights from and reflections on your teaching, learning, and other
experiences (see Chapters 2 and 10);
■
reflections on cultural, theoretical or philosophical issues (see 
Chapters 5 and 6);
■
reflections on methodological issues (see Chapters 6–11);
■
reflections on assessment of pragmatic ability and development 
(see Chapters 14 and 15);
■
reflections on your learners’ pragmatic ability, their needs, and strategy
repertoire in this area (see Chapters 5 and 12);
■
reflections on the educational and institutional contexts in which you
are situated in relation to the teaching of pragmatics; and/or
■
any other issues associated with the application of pragmatics-focused
instruction to your language classroom or other instructional contexts.
If you would like to include in your journal responses to readings beyond
this book, the lists of electronic resources (Appendix A) and pedagogically
oriented articles (Appendix B) at the end of this book may be of interest to
you. The following list of recommended reading may also be useful for this
project (for complete citations of these articles and chapters, see the list of
references at the end of the book):
2
This response journal can be used as an assignment in a teacher development
course, in which case this project may well be started at the outset of the course.

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