This is the first edited volume dedicated to both teachers and learners of second/foreign language (L2) pragmatics. It presents theoretical and empirical chapters that explore how teachers background and practices, and individual learners differences contribute to the teaching and learning of L2 pragmatics. Also included are chapters that discuss how these factors can be addressed in the design of appropriate pedagogical approaches in L2 pragmatics. Written by an international team of experts, the volume examines the most relevant topics on instructional pragmatics in a variety of language contexts, including Brazil, China, Germany, Japan, Spain, the United States, and Vietnam. This global perspective represents a key contribution in the current increasingly multilingual and multicultural society. Taken together, the findings presented have diverse research and pedagogical implications, and provide new directions to explore L2 pragmatic competence. This innovative book will be a valuable resource for researchers and graduate students, as well as for language teachers and course developers.