This volume represents a significant scholarly contribution to the field of instructional pragmatics by exploring teaching and learning pragmatics at primary, secondary and tertiary level, advocating for a paradigm shift toward multilingual and inclusive approaches in instructional pragmatics. The contributions employ a wide range of research methods, which reflects the complexities of investigating pragmatics across educational settings. Internationally renowned researchers in the field of instructional pragmatics participate in the volume, which develops over the following four sections: Section 1 addresses pragmatics in schools, providing strategies for young learners. Section 2 focuses on intercultural competence at the university level, with research directions for higher education. Section 3 examines cyberpragmatics, including email communication and feedback in telecollaboration. Section 4 delves into multilingual pragmatics, offering guidelines based on real-world contexts. The volume stands out for its comprehensive approach to pragmatic instruction and its practical implications for educational practice. It underscores the importance of a multilingual, culturally sensitive, and contextually aware approach to teaching and researching pragmatics, making it an indispensable resource for scholars, educators, and practitioners.
New Directions in Instructional Pragmatics Research delves into the evolving field of instructional pragmatics in multilingual and culturally diverse education. Contributions address school pragmatics, interculturality, cyberpragmatics, and translanguaging pedagogy, offering practical strategies for teaching pragmatics.
Table of Contents - Irene Guzmįn-Alcón and Richard Nightingale - New
Directions in Instructional Pragmatics Research: An Introduction - Otilia
Martķ - Teaching Request-Making in the Primary English Language Classroom: A
Sociocultural Pedagogical Model with Picturebooks - Sofķa Martķn-Laguna -
Integrating Pragmatic Expressions in Young Learners Classrooms: A Task-based
Proposal for Pre-service Teachers - Irene Guzmįn-Alcón -Pragmatic Outcomes in
English: The Role of Socioeconomic Status and CLIL - Naoko Taguchi - Teaching
Intercultural Competence through Conflict Mediation Traini - Esther Usó-Juan
& Alicia Martķnez-Flor - How Do Advanced EFL Learners Apply Refusal
Strategies? Monitoring Refusal Production and Perceptions of Pragmatic
Instruction - Ignacio Martinez-Buffa - Learners Deliberations in
Collaborative Writing: Text Quality and L1s Usage - Ilka Flöck, Onur Ēiēek &
Anne Barron - Directives in ELF Peer Feedback - Marta Gonzįlez-Lloret - The
Pragmatics of Email Communication: A Synthesis - Victņria Codina-Espurz &
Patricia Salazar-Campillo - Appraisal of (Im)Politeness in Student-Professor
Email Communication - Pilar Safont - From Interlanguage to Multilingual
Pragmatics. The Case of the Valencian Instructional Context - Richard
Nightingale - Exploring Relationships Between Digital Media Contact, Language
Attitudes, and Socio-Pragmatic Awareness in Multilingual Adolescents - Gema
Gayete & Laura Portolés - Multilingual Pragmatic Instruction in a Primary
School Context: The Synergies Among Languages - Notes on Contributors
Irene Guzmįn-Alcón is an Assistant Professor in the Department of Language Didactics at the University of Valencia (UV). She has been collaborating with the LAELA research group since 2019, and since 2024, she has also become a member of the GIEL research group. In 2023, she obtained her PhD in Applied Linguistics at Universitat Jaume I.
Richard Nightingale (Ph.D Applied Linguistics) is Associate Professor in the Department of English Studies at Universitat Jaume I. He is a member of the Applied Linguistics to the Teaching of the English Language (LAELA) Research Group, and treasurer of the International Association of Multilingualism.
