The present volume provides an in-depth view of current trends in language learning and instruction which encourage the integration of technology in teaching and learning processes while attending to cultural diversity and intercultural exchanges, consideration of learners’ personalities, attitudes, beliefs, and values. More specifically, it attempts to foster learners’ pragmatic development in a second or foreign language. Whilst this volume is not a book on pragmatics in language learning strictu sensu, the studies that are included here address pragmatic aspects of the English language in several instructional and non-instructional settings (virtual, face-to-face, media-based). The aim of the contributions herein is to focus on the pragmatic dimension of language teaching and learning and put forward concrete proposals for the teaching of English to speakers of other languages. Therefore, this volume contains classroom studies in which a specific instructional treatment is designed, implemented and evaluated. Others comprise investigations of learner language in educational settings that aim to offer useful information for cross-cultural communication in general, and instruction in English as a foreign language in particular. Finally, there are papers in which a didactic approach is suggested in light of an analysis of the discourse of speakers of English as a first language or that of bilingual Spanish-English speakers.