Teachers of any language will be interested in the examples the author gives to show the importance of including pragmatics in the development of communicative competence. The author reviews the literature on communicative competence and pragmatic competence, giving pertinent examples of cultural differences that lead to misunderstandings. She then describes how these sociolinguistic concepts relate to each of the three communicative modes in the Standards, and proposes that the Standards contribute to a much broader definition of what it means to teach a second language.#Undergraduate #Principalfocus #Teachersandteaching #Curriculum #JournalArticle #1.Communication #All #TheoriesandMethods #Spanish #All #Standards