New directions in Instructional Pragmatics Research

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.

Irene Guzmán-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.