Pragmatic thinking activates social cognition which in turn enables individuals to interpret social cues, select appropriate action and analyse its reflection and application. As an individual’s thinking is bound to a social context, effective application of their mental representation in a social setting or in a particular context strengthens their social schema and makes him/her a pragmatic thinker. In this line, the chapter examines the interconnectedness that exists between pragmatic thinking and social cognition and how they can effectively be applied in teaching-learning contexts. This interplay of pragmatic thinking and social cognition helps in creating a positive classroom environment and assists in building a supportive learning community. A critical component in a pedagogical situation, social cognition, fosters inclusivity and collaboration in the classroom, with students appreciating diversity and creating a conducive environment among peers. Pragmatic thinking plays a major role in developing the social competence, communication skills and critical thinking skills. Thus, the ability to communicate pragmatically builds strong rapport between teacher and students in a classroom setting. Further, the paper discusses the role of tasks in improving learners’ pragmatic thinking, in order to make the learners aware of how their mind chooses appropriate speech acts and respond to the socio-cognitive demands of the context.