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4
analysis of new examples of implicature provided by the teacher or by
the learners.
The instructional procedure above would take approximately six hours of
class time, which can be spread over several weeks. After the bulk of the
instruction (steps 1–3) is implemented, step 4 could be used as an occasional
warm-up of a regular class meeting. Learners may benefit from a discussion
as to who the appropriate recipients of a message with a given implicature
would be, such as whether a message with a certain type of implicature
tends to be more or less appropriate for higher-status or equal-status conver-
sational partners.
Teaching gendered language
For certain target languages in which language use is more closely linked to
gender identity, teachers face the complex issue of how to deal with gender-
associated linguistic features in the classroom. Teaching the traditional 
gendered norms alone could reinforce the stereotypical view of the language
use; at the same time, identifying actual diversity of pragmatic norms in the
target community would not be a straightforward task. Furthermore, should
learners be instructed to use gendered language the way native speakers are
seen to use it even if they have doubts about its social implications regarding
gender equality? Should learners mimic native-like use even if they may not
be expected to behave that way in the target community? Drawing from 
the field of critical pedagogy, teachers could encourage learners to analyze
language use and its sociocultural implications critically by means of:
1
discussions about a reading on the social meaning of voice pitch and
gender;
2
analysis of selected TV commercials using transcripts where gendered
language use and norms of behavior are exhibited;
3
critical discussion and questioning of how the target language and
culture are represented;