INTEGRATING CROSS-CULTURAL PRAGMATICS INTO TEACHER DEVELOPMENT: BUILDING PRAGMATIC COMPETENCE IN A GLOBALIZED ELF ENVIRONMENT

Abstract

This study explores the integration of cross-cultural pragmatics into teacher development programs, focusing on English as a Lingua Franca (ELF) environments.
The purpose is to understand how pragmatic competence can be effectively incorporated into teacher training to enhance ELF communication. Given the growing importance of ELF in global communication, this research aims to address the gap in existing teacher development programs, which often overlook pragmatic competence in favor of linguistic accuracy. A qualitative literature review methodology was employed, synthesizing existing research to identify key themes, challenges, strategies, and theoretical frameworks related to the integration of pragmatics into teacher development. The analysis highlighted explicit instruction, role-playing, and collaborative learning as the most frequently reported and effective strategies for teaching pragmatics. However, challenges such as a lack of resources, subjectivity in teaching, and resistance to change were also identified as significant barriers to successful implementation. The study underscores the importance of integrating sociocultural theory and interlanguage pragmatics (ILP) as foundational frameworks in teacher training. These findings contribute to the literature by providing a comprehensive overview of the strategies and challenges involved in teaching pragmatics in ELF contexts. The research emphasizes the need for more targeted resources and professional development opportunities. Future research should focus on exploring the long-term impact of pragmatic instruction and refining the strategies identified in this study to address the barriers faced by educators.