Although the necessity and importance of teaching pragmatics have been recognized, language teachers may hesitate to teach pragmatics in their classrooms for two reasons. First, teaching pragmatics is a diffi cult and sensitive issue due to the high degree of “face threat” it oft en involves and, second, the number of available pedagogical resources is limited. In this critical review of empirical studies in interlanguage pragmatics (ILP), the author argues that ILP research is a useful source of information for language teachers to make informed decisions about teaching pragmatics. First, she discusses the similarities and diff erences between L1 and L2 speakers’ pragmatics and explanations for such diff erences. Secondly, she considers how L2 learners develop pragmatic competence, both in and outside classrooms. Finally, she examines the issues of teachability and the teaching of pragmatics in language classrooms.

This article presents a successful case of collaborative teacher development that draws on the diverse backgrounds of emerging teachers, including their native languages. Specifically, the article focuses on the use of electronic dialogue journals as a way of facilitating autonomy and collaboration in teacher education. The roles of teacher educators in facilitating greater autonomy and collaborative relationships between native and nonnative English-speaking teachers are also discussed.

Although various career options are available for graduates of teaching English to speakers of other languages (TESOL)/applied linguistics programs, the process of searching for and securing a job is often unclear. This poses a problem particularly for nonnative English speakers (NNESs), who may believe they are at a disadvantage in the job market because of their background even before they begin the search. In this article, nonnative English-speaking (NNES) authors share their personal accounts to demystify the job-search process for tenure-track positions at U.S. universities and suggest ways to make the job-search process successful. While most of the discussion specifically addresses issues that are unique to NNES job seekers, many of the lessons and suggestions gleaned from the case studies are applicable to all job seekers. The appendix provides a list of on-line and off-line job-search resources.