There have been reservations (Dalton-Puffer & Nikula, 2006) and claims (Lorenzo, Casal & Moore, 2009) regarding gains in the pragmatic competence of students in bilingual programs. Different beliefs about the development of the competence in question has been attributed to students’ increased exposure-time to the target foreign language through content and language integrated learning (CLIL), and the different discourse patterns that accompany it. Data was collected from students in different bilingual schools (1st ESO to 2nd Bachillerato) to see if students succeeded at managing rapport in English. The data collection instrument was situation-based to which students were asked to react in English using a Multiple Choice Discourse Completion Test (MCDCT) and a Written Discourse Completion Test (WDCT). The instrument was validated by language experts, and by using a typology for modifying requests (Alcón, Jordá & Martinez‐Flor, 2005). The participants’ utterances were analyzed using several theoretical frameworks including Watts’ (2003) Relational-Work model. Preliminary results of the study show that qualitative differences across the analyzed samples are more detectable than quantitative differences. The presenter continues to work on the definitive analysis of data which will be presented to the audience in the form of easy-to-read graphs, and production samples from the students. References Alcón Soler, E., Jordá, P. and Martínez Flor, A. (2005). Towards a typology of modifiers for the speech act of requesting: a socio‐pragmatic approach. Revista Electrónica de Aplicada 4, 1‐35. Dalton-Puffer, C. and Nikula, T. (2006). Pragmatics of content based instruction: teacher and student directives in Finnish and Austrian classrooms. Applied Linguistics 27(2), 241-267. Lorenzo, F. Casal, S. and Moore, P. (2009). The effects of content and language integrated learning in European education: key findings from the Andalusian bilingual sections. Applied Linguistics: Oxford University Press. 1‐25. Watts, R. (2003). Politeness. Cambridge: Cambridge University Press.
Sabina Nowak
Friday 17:00, Room 3
Content Journals as a Way of Enhancing Academic Literacy in Tertiary Education Jagiellonian University Educational language contexts in tertiary education quite seldom allow students for 56