The author outlines some resources available for comity in NNS discourse, arguing that these may not merely be a limited set of those available in NS discourse. This supports that morals for descriptive and pedagogic concerns of interlanguage pragmatics can be drawn. Descriptively, it supports the argument that IL pragmatics should operate with a difference rather than a deficit hypothesis. Pedagogically it implies that the learner's task requires the development of an ability to use specific comity strategies.