The issue of teaching pragmatics in foreign and second language classrooms has received a lot of attention in the recent years. Its origins can be dated back to the Cross-Cultural Speech Act Realization Project (CCSRAP) led by Blum-Kulka, House and Kasper (1989) and the research on interlanguage speech acts that followed (for a comprehensive review, see Kasper & Rose, 2002). Findings from second language acquisition (SLA) research, including a range of languages and second language learner backgrounds, suggest discrepancies between native and non-native language use in the areas of speech acts (e.g. requests and apologies), discourse organization, formal and intimate forms of address, turn-taking, and conversational implicature. In other words, non-native sociolinguistic competence, defined by Celce-Murcia, Dornyei and Thurrell (1995) as "the speaker's knowledge of how to express messages appropriately within the overall social and cultural context of communication, in accordance with pragmatic factors related to variation in language use" (p. 23), seems to vary from native-like sociolinguistic competence in significant ways. In this article, the author discusses how pragmatics can be integrated into language instruction and also presents her experience teaching a college level Second Language Acquisition and Teaching Methods class using the Content Based Instruction (CBI) principles.