1. emerging bilinguals (p 100)
1.1. make decisions in each instance of interaction
1.2. mediating their existing cultural selves in caring out a position from with they can interact comfortably
1.3. dynamically create intercultural positions from which to interact
1.4. diversity
1.4.1. language production
1.4.2. individual's interpret context of language use
1.4.3. significance of ways of speaking within contexts
2. conventions(p 100)
2.1. pragmatic learning
2.2. developing an understanding of the relationship between language forms and contexts and the implications of a particular way of speaking
3. metapragmatic awareness (p 101)
3.1. knowledge of the social meaning of variable L2 forms and awareness of the ways in which these forms mark different aspects of social contexts (McConachy, 2011)
3.2. The acknowledgement of those contextual features that determine the extent to which a given linguistic routine may be appropriate for a particular situation (p 101)
3.3. constituting the basis for explicit judgements concerning the contextual appropriateness of language use (p 101)
3.4. Whenever language is used in a social context, its meaning is only interpretable through the social values that fill out that particular context of usage (p 101)
3.5. misunderstandings occur in intercultural interaction (p 101)
4. teaching pragmatics
4.1. to develop the learner's ability to analyze and reflect specifically on pragmatic phenomena, to explore the significance of language use in relation to context and culture, to view interaction from multiple perspectives, to draw inferences as to the possible intentions of a variety of interlocutors, and to become aware of the nature of one's own interpretive resources. (McConachy, 2011)
4.2. Role of the teacher (p 102)
4.2.1. create opportunities for meta-pragmatic analysis
4.2.2. scaffold the effective engagement of the earners in these processes of analysis, reflection, and noticing
4.3. Goals for teaching of meta-pragmatic awareness for teachers of English (p 103)
4.3.1. To develop the learners' ability to conduct meta-pragmatic analysis: to analyze language use in relation to specific contextual variables and draw inferences as to the communicative intentions of a range of interlocutors
4.3.2. To develop awareness in the learner of some of the cultural assumptions underlying L3 pragmatic phenomena. This may include, but does not necessarily imply, teaching the culture of native speakers. Rather, this can be understood as developing awareness of how culture impacts on pragmatic phenomena in the varieties of English relevant to the particular teaching context.
4.3.3. To develop (through reflections) awareness in the learner of the nature of the specific cultural knowledge and assumptions that inform his/her interpretations of L2 pragmatic phenomena
4.3.4. To develop the learner's ability to conduct meta pragmatic commentary: to explain and justify one's interpretations of pragmatic phenomena in relation to context and culture in increasingly sophisticated ways.
5. intercultural positioning(p 102)
5.1. language learning
5.2. involves engagement with the target language and culture
5.3. involves being involved with one's own language and culture
5.4. encourage language learners(p 102)
5.4.1. reflect on, explore, and discover the ways in which one's own culture shapes perception of contexts, communication and the self
5.4.2. able to come to an understanding of the fact that all speakers in interaction are culturally situated, including the self