Abstract
Content and Language Integrated Learning (CLIL) has been shown to have positive effects on receptive skills, vocabulary or morphology; however, its effect on students’ pragmatic achievement has hardly been explored yet. Based on previous research carried out on children's functional development in the L1 (Halliday, 1975; Painter, 1999) and on pre-school learners’ communicative functions performed in the L2 (Llinares, 2006, 2007a,b; Llinares and Romero, 2007), the present study analyses primary and secondary school students’ performance of communicative functions in CLIL classrooms in two types of activities: whole-class and group-work discussions. Contrary to the findings reported in previous studies at pre-school level, the results of the analysis show that both primary and secondary school students perform a wider variety of functions in group-work than in whole-class discussions. However, there are interesting differences across educational levels regarding frequency of use of different functions, which can be identified as signals of pragmatic development.
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