Pragmatic epistemology of focal teacher thinking appears tightly shaped by modular connections between task domains and pragmatic organizers. Discussions with a group of language teachers identified four domains of tasks: (1) oral activities; (2) writing activities; (3) reading activities; and (4) language technique activities (grammar, spelling). Three pragmatic functions are noted: the narrative pragmatic function, which transforms curricular knowledge into themes and images; the instrumental pragmatic function, which organizes curricular intentions in terms of skills, operations, and procedures that could be transferred from one domain to another; and the experiential pragmatic function which transforms curriculum knowledge into global actions, interactions, and actualized experiences. These three pragmatic functions of focal teacher thinking, spontaneously developed in teachers' epistemology, seem to be ways of motivating students. An excerpt from an interview with one teacher is presented and analyzed to demonstrate its pragmatic epistemology. (JD)