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Emphasize the importance of pragmatic skills and speech acts in the teaching of the English language. Specifically, from the professors at the School of English, Faculty of Humanities, from the University of Panama, supporting authors such as: Austin (1962) and Searle (1969). A mixed approach was considered, of a descriptive type, with a cross-sectional or transectional design, the population was 88 teachers. A questionnaire with Likert-type scale questions was used, validated by 5 Masters in English Methodology. The reliability of the instrument was 0.81 with a high value according to Cronbach's Alpha. The results are presented in tables and graphs of double entry in percentages for the processing, analysis, and interpretation of the results with a hermeneutic approach which granted a greater understanding. It was concluded that professors do not agree to recognize the key elements of pragmatics within their social environment through the speaking model, professors are impartial in considering the teaching of pragmatic boost students through experiences at a deeper level of the second language, professors are impartial in recognizing pragmatic competencies is an influential skill in the acquisition of a second language, professors are impartial in recognizing that pragmatic competencies go beyond the literal meaning of what is said or written to adequately interpret the intended meaning, professors are impartial in considering speech acts as basic or minimal units of linguistic communication.
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