ABSTRACT
This chapter explores a brief overview of the Common European Framework of Reference for Languages (CEFR), including a comparison with the American Council for the Teaching of Foreign Languages (ACTFL) Guidelines commonly used in the US. It outlines the principles of curriculum design for pragmatics in relation to learners’ proficiency, and describes in detail what can be taught at each level, and what the curricular goals are in order to move learners to the next level. The overall curricular structure of a pragmatics curriculum should be a spiral curriculum: similar topics return over time, just with more elaboration and extension. The need to design a developmentally sensitive pragmatics curriculum mandates that features to be taught at each level must be learnable for learners at that particular level. The predominant types of routine formulae would be for social interaction with some formulae for service encounters also useful at this level.
