A01 cohe4573 01 se fm. Qxd

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T H E N U T S A N D B O L T S O F P R A G M A T I C S I N S T R U C T I O N
Activity 10.2 Identifying interest and finding collaborative
partners
Objectives
1
You will be able to identify your interests with regard to L2 pragmatics and
determine your future commitment to the teaching of pragmatics.
2
You will identify a collaborative partner in your chosen area of L2 pragmatics.
Suggested time:
20 minutes.
Materials:
a blank sheet of paper.
Directions
1
In relation to the lesson planning discussed in this chapter, work individually to
reflect on those features of pragmatics that you are most interested in teaching 
in your classroom – in other words, on those key junctures where language and
culture meet.
2
Consider the sort of collaborative relationship you would appreciate in your future
efforts to teach L2 pragmatics.
3
Write a “classified ad” as if you were recruiting assistance in a local newspaper or
magazine and circulate it among your teacher colleagues.
4
Read others’ “classified ads” to see if your area of interest in L2 pragmatics or
other skill areas match.
5
If you happen to find a suitable match, sit with this teacher colleague to identify
possible future commitments in relation to the teaching of pragmatics. Consider
the resources each other can offer and the ways in which they might be useful in
your pragmatics-related project.
6
Share with the whole group the highlights of your discussions and the possibility
of future collaborative relationships.
Discussion/wrap-up
Articulating your area of interest explicitly can help you identify the area of pragmatics
you plan to teach, arrive at a clearer idea of why you have selected it, and advance your
future projects. If you have been able to find a collaborative partner with whom you
exchange your ideas through this activity, continue to consider the particulars of how
you can actually be of benefit to each other for lesson planning and beyond. Having a
collaborative partner may also help to keep you committed to the goal(s) you set for
yourself.

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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
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Adapted from Weaver and Cohen (1997).
Activity 10.3 “Dear Abby” – trouble-shooting your 
burning issues
11
Objectives
1
You will be able to identify issues that you may have with regard to pragmatics
instruction.
2
Through discussion with peer teachers, you will be able to produce clarifications of
the issues and their possible solutions.
Suggested time:
30 minutes.
Materials:
a blank sheet of paper.
Directions
1
Work individually to write a “Dear Abby” letter addressed to your peer teachers
who share the interest in pragmatics instruction. Focus on some particular issue 
of immediate concern to you with regard to the teaching of pragmatics (e.g.,
“burning issues” in your classroom). It could be, for example:
■
a question you would like a response to or want a second opinion about;
■
a point you wish to have clarification on;
■
a question that you believe may arise from your students about the learning of
pragmatics; or
■
a problem you foresee occurring as you teach pragmatics.
2
When you finish writing your letter, pass it on to another participant and take
someone else’s letter to review. Give whatever feedback you can to that letter and
when you are finished, pass it on to another participant to read. Read and respond
to as many letters as time allows. Do not return letters to their original writer until
the end of the session, so that each letter writer will get a maximum amount of
feedback.
3
At the conclusion of the activity, get your letter back and read your peers’
responses. If you would like more feedback, share your concern with the rest of
the class so that they can talk it out. Or if you see something that you think others
would benefit from, you are encouraged to share this as well.
Discussion/wrap-up
Consider what you have learned from this activity. Perhaps it was reassuring to 
know that some of you share similar concerns and questions about the teaching of

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