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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
Cultural differences like the social acceptability of white lies can be an 
effective springboard for discussion in pragmatics-focused instruction in the
classroom. Some learners appear to find this type of discussion memorable
and value the explanatory information about L2 pragmatic norms.
Providing communication strategies for pragmatic 
L2 use
Let us now shift the focus from teachers and teaching to learners and learn-
ing, and look at the possible place for learner subjectivity in the pragmatics
curriculum. Learners may be in a particular place in the L2 community
where community members at times expect learners to behave “foreign.”
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At other times, even if learners are generally able to interact successfully
with L2 speakers and to participate in local cultural practices, they may on
occasion prefer to distance themselves from the community as a way of
asserting their own identity. For this reason, curriculum writers who wish to
be culturally sensitive may avoid imposing native-speaker norms on learners.
(See Chapter 15 for this issue related to assessment.) So, curriculum writers
and teachers alike are in a position “to equip the student to express her/
himself in exactly the way s/he chooses to do so – rudely, tactfully, or in 
an elaborately polite manner. What we want to prevent is her/his being
unintentionally rude or subservient.”
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The main idea is for teachers and curriculum writers to support learners
in making truly informed decisions, whether they choose to emulate L2
pragmatic norms or not. If in fact learners wish to diverge from L2 norms,
they ought to be well informed as to the rationale behind those norms, 
the listener’s likely interpretations for different kinds of behavior, and the
potentially negative consequence of resisting the norms.
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In order to sup-
port learners’ well-informed expression of subjectivity, curriculum writers
may promote the use of communication strategies which let learners take
advantage of their “special” status as bi-/multilingual speakers.
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In other
words, there may be some strategies that allow learners either to enhance
the way they communicate their intentions, or to help them compensate for
their gap in pragmatic ability. These strategies may include:
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For example, Barron (2003); House and Kasper (2002); Iino (1996); Ishihara (2008b);
(in press, b).
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Thomas (1983: 96).
34
For instance, Kasper and Rose (2002); Thomas (1983).
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Aston (1993).

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C U R R I C U L U M W R I T I N G F O R L 2 P R A G M A T I C S
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■
providing metapragmatic comments (comments and explanation about
their own language use) as a reinforcement of the real intent;
■
alerting their conversational partner as to their unfamiliarity with 
L2 norms;
■
looking for relatively appropriate L2 expressions that better
communicate the L1 feel; and
■
resorting to a third language that approximates their intention, rather
than just relying on the L1 or L2.
These communication strategies are more fully discussed in Chapters 6 and 12.
Some examples are also available in the sample curriculum.
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Referring teachers and learners to resources on L2
pragmatics
The last principle concerns informing teachers and learners about research-
based information related to the pragmatics of the target features being
taught in the curriculum. Even when teachers are fluent speakers of the lan-
guage they teach, they may need additional awareness-raising in order to
gain an explicit knowledge of the L2 pragmatics. The information can be
included in the teachers’ guide if the curriculum is teacher-delivered, or could
be placed online for teachers and learners to view. Depending on the target
language, the relevant information may already be found in Chapter 4 or
posted in the CARLA database.
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Additional information can also be provided
to avid teachers, teacher researchers, and learners alike who wish to further
follow up on the pragmatics discussed in the curriculum.
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Discussion
In this chapter, we have discussed the nature of a curriculum that has prag-
matics as its organizing principle or as its main focus, and have considered
some principles that may be used in such a curriculum. There is value in 
systematically incorporating pragmatics into the L2 curriculum expressly
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See http://www.carla.umn.edu/speechacts/japanese/introtospeechacts/commun-
icationstrategies.htm for preliminary examples (accessed December 10, 2009).
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Available at: http://www.carla.umn.edu/speechacts/descriptions.html, accessed
December 10, 2009.
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An annotated bibliography in the area of L2 pragmatics may also be useful for 
a broader range of interest (available at: http://www.carla.umn.edu/speechacts/
bibliography/index.html, accessed December 10, 2009).

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