Intercultural Pragmatics· 2026Q1
Teaching English pragmatics in multilingual Europe: non-native teachers’ cognition, translingual practices, and ideological negotiation
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- 2026year
Short summary
Non-native English-speaking teachers (NNESTs) in Europe leverage their multilingual experiences to teach L2 pragmatics, using translingual strategies like cross-linguistic comparison and translation, despite facing native-speakerist ideologies and institutional limitations.
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Key points
- Non-native English-speaking teachers (NNESTs) in Europe demonstrate substantial metapragmatic awareness derived from their multilingual experiences.
- Teachers utilize translingual pedagogical resources, including cross-linguistic comparison, translation, and cultural norm contrast, to support learners' pragmatic development.
- Participants face challenges from native-speakerist ideologies and limited institutional support for teaching pragmatics, particularly sensitive features like humor and sarcasm.
- Classroom practices employing translingual approaches often conflict with prevailing monolingual assumptions.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract This study explores how non-native English-speaking teachers (NNESTs) across Europe develop professional knowledge of L2 pragmatics, use translingual strategies, and negotiate their pedagogical roles amid shifting language ideologies. Data comprised teachers’ written reflections collected through an open-ended online questionnaire completed by 20 English language teachers from diverse linguistic and educational backgrounds. Thematic analysis indicated that participants possessed substantial metapragmatic awareness rooted in their multilingual experiences while continuing to face challenges associated with native-speakerist ideologies, limited institutional support for pragmatics instruction, and the teaching of culturally sensitive pragmatic features such as humour, sarcasm, and indirectness. Teachers reported using cross-linguistic comparison, translation, and cultural norm contrast as pedagogical resources to support learners’ pragmatic development. Their accounts also revealed tensions between translingual classroom practices and persistent monolingual assumptions. Overall, the findings provide insight into how multilingual teachers draw on their linguistic repertoires to support pragmatics teaching and intercultural communication while negotiating competing language ideologies in contemporary European classrooms.
The authors' abstract, as published at the source. Intercultural Pragmatics, 2026 · DOI ↗
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