TEACHERS’ PRAGMATIC STRATEGIES IN PRIMARY CLASSROOMS

Penulis: Nurraida

   Sholihatul Hamidah Daulay

    Maslathif Dwi Purnomo

Editor: Ernita Daulay

 Farida Repelita Waty Kembaren

SINOPSIS

This book contains about significant implications across multiple domains of educational theory, practice, and policy. These implications extend beyond the immediate research context to inform broader discussions about teaching and learning in linguistically diverse settings. It will contributes to ongoing scholarly conversations at the intersection of applied linguistics, multilingual education, and classroom discourse analysis. By documenting how teachers' pragmatic strategies function in real classroom contexts, and provides empirical validation for theoretical concepts such as translanguaging as pedagogy, politeness as relational work, and code-switching as scaffolding.

The book that existing models of teacher competence should be expanded to include pragmatic dimensions, recognizing that effective teaching involves not only what teachers know but how they communicate that knowledge in linguistically complex environments. Furthermore, this theoretical contribution has relevance for researchers studying classroom interaction, language policy implementation, teacher professional development, and inclusive education across diverse global contexts.