This chapter synthesises the findings of the present book and their implications for L2 pragmatics instruction. Emphasis is placed on filling the previously identified research gaps in teaching pragmatics to young learners and on the use of tasks vs. more traditional instructional practices. The chapter calls for integrating pragmatic instruction into teacher training and curriculum design to support L2 learners’ communicative competence, underscoring task-based and task-supported teaching as effective frameworks for pragmatic development.