Edited with Karen Glaser (Leipzig University, Germany).
Over the past years, the recognition of the importance of pragmatic competence in language learning has given rise to its recognition in language teaching. More recently, this has led to a heightened attention towards teacher education in L2 pragmatics, revealing a need for research into pragmatics-oriented training for pre-service and in-service language teachers. This Special Issue addresses this desideratum by providing empirical insights into matters such as effects of pragmatics-informed professional development, the role of teaching materials, teacher cognition, attitudes and practices, and teaching outcomes. Presenting research on ten target languages, the Special Issue acknowledges the significance of Languages-Other-Than-English (LOTEs).