This chapter discusses the findings of the present study, which indicate that both task-based and task-supported instruction significantly improved young learners’ L2 pragmatic competence, with neither group showing a statistically significant advantage. The role of task engagement and instructional scaffolding is examined, highlighting how authentic, context-rich tasks can enhance pragmatic awareness in primary-aged learners. Limitations, such as attrition observed in delayed post-test results, are acknowledged, alongside implications for incorporating pragmatic instruction in early language education. Pedagogical recommendations underscore the potential of tasks in fostering communicative skills, while the chapter also suggests avenues for future research to optimise learning outcomes in young L2 learners.