Critical Revisit of The Tempest in Dhaka in 1987The Aesthetic Subversion of an Analytical Guerrilla1

This paper discusses the use of critical pragmatic incident analysis (CPIA) for teaching pragmatics to the learners of English as a foreign language (EFL) and English as a second language (ESL). The concept of CPIA is taken from the critical incident analysis (CIA) technique, which has been employed in various fields since 1954 to promote reflective practice and evaluation. In language education, its (CIA) application has been limited to pre-service and in-service teachers’ training, education and professional development while leaving out its potential for L2 learners’ language development. Informed by the constructivist theories of learning, this paper argues that a critical analysis of the past incidents of following or flouting linguistic and social norms that EFL/ESL learners experienced or witnessed, can provide authentic pedagogical tools for developing their pragmatic competence in English. A CPIA model is designed for L2 teachers and learners to illustrate the techniques of analysis. Potential challenges of the model and their mitigation strategies are also discussed.