The document discusses developing materials and lesson plans to teach pragmatics to low-level adult English language learners. It focuses on teaching speech acts in workplace contexts. Two sample lesson plans target requests for time off and apologies. Pre- and post-instruction responses from learners show improvement in pragmatics, moving from unedited responses to more polite and complete English statements when requesting time off and apologizing for lateness.

1. What would you say in these situations? You need a day off from work to go to a meeting at your child’s school. Ask your boss for a day off. You had car problems and are 20 minutes late for work. Tell your boss you are sorry.

2. Adult ELL response prior to instruction You need a day off from work to go to a meeting at your child’s school. Ask your boss for a day off. (Request) “ I need day off because I go to school my son.”* You had car problems and are 20 minutes late for work. Tell your boss you are sorry. (Apology) “ I’m sorry because my car accident.”* (Unedited responses from a learner with a CASAS score of 191-210.)

3. Pragmatics Understanding more than what is said or written through linguistic and social cues. “ Having pragmatic ability means being able to go beyond the literal meaning of what is said or written, in order to interpret the meaning, assumptions, purposes or goals, and the kinds of actions that are being performed.” Ishihara & Cohen, 2010; Yule, 1996

4. L2 pragmatics in the low-level ABE ELL classroom Many ELLs in ABE programs communicate with their speech communities early in their language acquisition process due to work or family obligations. Most pragmatics research and materials development involves unversity-level or higher-level students. Although low-level learners do not have the meta-language to analyze and talk about pragmatics, in general they can distinguish between polite/rude, positive/negative, friendly/unfriendly, etc.

5. Materials development project Created lessons and materials that focused on five different speech acts within a “workplace” theme. Lessons were designed to: increase learners’ awareness to pragmatic norms in the workforce; To help learners begin noticing how certain speech acts are performed; To help learners communicate more effectively early in their language acquisition process.

6. Developing the materials Identified 5 different speech acts within the workplace theme Wrote scenarios to elicit speech samples from native English speakers through a Discourse Completion Task (DCT) Compiled those responses Administered a pretest DCT to learners Wrote five lesson plans with differentiation features (included audio recordings done with a ‘flip camera’) Administered a posttest DCT to learners

7. Designing the lessons Lessons included: vocabulary building techniques sound recordings language analysis activities explicit instruction awareness raising tasks controlled practice communicative practice

8. Request lesson plan

9. Apologies lesson plan

10. On-line resources CARLA - Speech acts and pragmatics http://www. carla . umn . edu/speechacts/index .html Practical teaching suggestions and lesson plans for teaching pragmatics http://exchanges.state. gov/englishteaching/resforteach/pragmatics .html

11. Pre- and post- test responses ( Unedited responses from learners with CASAS score of 191-210.) “ I need day off because I go to school my son.” “ I’m sorry because my car accident.” “ I am sorry . I need a day off from work, because I have a meeting at my child’s school. Can you help me ?” “ I am so sorry, my car has problems. I would like late for work 20 minutes. Thank you very much.”