Noriko Ishihara, Ph.D., is Professor of Applied Linguistics at Hosei University in Tokyo and facilitates language teachers' professional development courses in Japan, online, and elsewhere, with a special focus on L2 pragmatics and intercultural communication. She serves as a researcher in applied linguistics, teacher of English as an additional language, and language teacher educator while working to bridge peace linguistics and critical awareness of equity and diversity in language learning/teaching.Andrew D. Cohen (contributor) was a Peace Corps Volunteer in rural community development with the Aymara Indians on the High Plains of Bolivia (1965–1967); Professor of ESL at UCLA (1972–1975); Professor of Language Education at the Hebrew University (1975–1991) with a year as Fulbright Lecturer and Researcher at the PUC in São Paulo, Brazil (1986–1987); and Professor of Second Language Studies at the University of Minnesota (1991–2013) with a year as a visiting professor at Auckland University, NZ (2004–2005).

• Table of contentsPrefaceAcknowledgmentsCHAPTER 1 Terms and concepts in pragmatics for language educatorsCHAPTER 2 Teachers’ professional development in instructional pragmaticsCHAPTER 3 Collecting data reflecting the pragmatic use of languageCHAPTER 4 Describing pragmatic use of language: Linking research and pedagogyCHAPTER 5 Learners’ pragmatics: Potential causes of divergenceCHAPTER 6 Theories of second language acquisition and the teaching of pragmaticsCHAPTER 7 Class observation and instructional examples for L2 pragmaticsCHAPTER 8 Adapting textbooks for teaching pragmaticsCHAPTER 9 Curriculum writing for L2 pragmatics: Principles and practice in the teaching of L2 pragmaticsCHAPTER 10 Strategies for Learning and Performing Speech Acts Andrew D. CohenCHAPTER 11 Incorporating technology into pragmatics-focused instructionCHAPTER 12 Assessment of L2 pragmatics in the classroomConclusionReferencesIndex

Noriko Ishihara, Ph.D., is Professor of Applied Linguistics at Hosei University in Tokyo and facilitates language teachers' professional development courses in Japan, online, and elsewhere, with a special focus on L2 pragmatics and intercultural communication. She serves as a researcher in applied linguistics, teacher of English as an additional language, and language teacher educator while working to bridge peace linguistics and critical awareness of equity and diversity in language learning/teaching.Andrew D. Cohen (contributor) was a Peace Corps Volunteer in rural community development with the Aymara Indians on the High Plains of Bolivia (1965–1967); Professor of ESL at UCLA (1972–1975); Professor of Language Education at the Hebrew University (1975–1991) with a year as Fulbright Lecturer and Researcher at the PUC in São Paulo, Brazil (1986–1987); and Professor of Second Language Studies at the University of Minnesota (1991–2013) with a year as a visiting professor at Auckland University, NZ (2004–2005).

• Table of contentsPrefaceAcknowledgmentsCHAPTER 1 Terms and concepts in pragmatics for language educatorsCHAPTER 2 Teachers’ professional development in instructional pragmaticsCHAPTER 3 Collecting data reflecting the pragmatic use of languageCHAPTER 4 Describing pragmatic use of language: Linking research and pedagogyCHAPTER 5 Learners’ pragmatics: Potential causes of divergenceCHAPTER 6 Theories of second language acquisition and the teaching of pragmaticsCHAPTER 7 Class observation and instructional examples for L2 pragmaticsCHAPTER 8 Adapting textbooks for teaching pragmaticsCHAPTER 9 Curriculum writing for L2 pragmatics: Principles and practice in the teaching of L2 pragmaticsCHAPTER 10 Strategies for Learning and Performing Speech Acts Andrew D. CohenCHAPTER 11 Incorporating technology into pragmatics-focused instructionCHAPTER 12 Assessment of L2 pragmatics in the classroomConclusionReferencesIndex

Noriko Ishihara, Ph.D., is Professor of Applied Linguistics at Hosei University in Tokyo and facilitates language teachers' professional development courses in Japan, online, and elsewhere, with a special focus on L2 pragmatics and intercultural communication. She serves as a researcher in applied linguistics, teacher of English as an additional language, and language teacher educator while working to bridge peace linguistics and critical awareness of equity and diversity in language learning/teaching.Andrew D. Cohen (contributor) was a Peace Corps Volunteer in rural community development with the Aymara Indians on the High Plains of Bolivia (1965–1967); Professor of ESL at UCLA (1972–1975); Professor of Language Education at the Hebrew University (1975–1991) with a year as Fulbright Lecturer and Researcher at the PUC in São Paulo, Brazil (1986–1987); and Professor of Second Language Studies at the University of Minnesota (1991–2013) with a year as a visiting professor at Auckland University, NZ (2004–2005).

• Table of contentsPrefaceAcknowledgmentsCHAPTER 1 Terms and concepts in pragmatics for language educatorsCHAPTER 2 Teachers’ professional development in instructional pragmaticsCHAPTER 3 Collecting data reflecting the pragmatic use of languageCHAPTER 4 Describing pragmatic use of language: Linking research and pedagogyCHAPTER 5 Learners’ pragmatics: Potential causes of divergenceCHAPTER 6 Theories of second language acquisition and the teaching of pragmaticsCHAPTER 7 Class observation and instructional examples for L2 pragmaticsCHAPTER 8 Adapting textbooks for teaching pragmaticsCHAPTER 9 Curriculum writing for L2 pragmatics: Principles and practice in the teaching of L2 pragmaticsCHAPTER 10 Strategies for Learning and Performing Speech Acts Andrew D. CohenCHAPTER 11 Incorporating technology into pragmatics-focused instructionCHAPTER 12 Assessment of L2 pragmatics in the classroomConclusionReferencesIndex