A01 cohe4573 01 se fm. Qxd

3 0
G R O U N D I N G I N T H E T E A C H I N G A N D L E A R N I N G O F L 2 P R A G M A T I C S
and collaboratively revisit the prompts in Activity 2.1 below (see Part II of
Activity 2.1) to think through and discuss how they interpret the informa-
tion and ideas presented, how they might help refine or alter their original
knowledge, beliefs, and practice related to the teaching and learning of prag-
matics. We will revisit this point occasionally in this book.
In the area of language teacher education, teachers’ reflective practice has
been promoted through various means, such as narrative inquiry,
19
action
research,
20
and exploratory practice.
21
These reflective tools can empower
teachers when knowledge of their own beliefs and practice becomes more
accessible to them. With this explicit knowledge, teachers can be more 
powerful agents who know the reasons for their own instructional decisions
and whether to change or how to change their practice when they deem 
it necessary. Drawing on this body of literature, Activity 2.1 will provide 
an opportunity for teacher readers to engage in exploratory practice for 
their selected inquiries more extensively.
22
Once again, teachers’ knowledge,
beliefs, and practice can shift dynamically throughout their career as their
understanding of language learning and teaching develops. Teachers can
explore these developments in their knowledge and beliefs, and contemplate
on how these relate to the principles that govern their classroom practice,
primarily in the area of pragmatics.
Activity 2.1 Reflecting the knowledge and beliefs about
the learning and teaching of pragmatics
Objectives
1
You will have an enhanced awareness of how your beliefs relate to your past
experiences in both learning and teaching pragmatics.
2
You will become more aware of specific issues in instructional pragmatics and
critically reflect on your own beliefs and potential sources of such beliefs.
Suggested time:
initially 40 minutes and more as needed.
19
Teachers’ inquiries into their knowledge and experience can be pursued through
reflection using narratives and can promote professional development. See
Barkhuizen (2008); Bell (2002); Johnson and Golombek (2002), for examples.
20
For example, in action research, teachers engage in reflective practice and imple-
ment an action for change for enhanced instruction and professional development
( Burns 1999; Haley 2005; Nunan 1992; Wallace 1998).
21
For example, exploratory practice is action for understanding, which primarily
aims at gaining a better understanding of the classroom practice in the teacher’s local
context (Allwright 2001, 2003; Johnson 2002; see Activity 2.2 for more information).
22
Also see Chapter 7 for a story-based approach to the teaching of pragmatics.

---

T E A C H E R S ’ P R A G M A T I C S : K N O W L E D G E , B E L I E F S , A N D P R A C T I C E
3 1
Materials:
■
Task sheet: “Reflective prompts”;
■
blank sheets of paper.
Directions
1
Use prompts meant to stimulate reflection, as listed in Part I of the Task sheet,
“Reflective prompts.” Work individually to choose one or more of the prompts 
and put down your ideas.
2
Break into small groups of approximately three according to the choice of the
prompts. Share your beliefs and experience related to the teaching and learning 
of pragmatics, and then with the whole group.
3
Use the Part II prompts and repeat the steps 1–2 above. Alternatively, use these
prompts as you read through the chapters specified for each prompt. Gain an
awareness of your implicit beliefs or critically reflect on what you now believe.
There is no right or wrong answer for any of these, but you can use these
questions as a guide to stimulate your thoughts as you read on the upcoming
chapters designed to help you shape, modify, or refine your knowledge and
beliefs in instructional pragmatics.
Discussion/wrap-up
While other teachers share their views in this activity, try to stay as open as possible to
different ideas and beliefs that they might disclose. Be nurturing and facilitate others’
ideas and growth rather than being overly critical. In principled teaching where there is
a firm connection between teachers’ theory and practice, teachers’ explicit knowledge
and beliefs are likely to help them teach and assess pragmatics the way that they
intend. Monitoring developments in teacher beliefs assists in principled teaching,
allowing teachers to make informed decisions and to send consistent messages to
learners about how pragmatics can be learned effectively.
Later in this book, you will be asked occasionally to reflect on your thoughts and
see if any of your beliefs have undergone scrutiny, have become explicit, have been
reinforced or refined, or have been challenged and changed. What are some implica-
tions that this may have for classroom practice? For example, could new insights (such
as the ways that you best learned pragmatics yourself ) lead to any change in your
teaching? Or perhaps you already teach pragmatics that way and through this focused
reflection and articulation of your beliefs, you would justify the way you teach it and
gain an enhanced awareness of the sources of your beliefs and actual practice.

---