Innovation in Language Learning

This study explores the representation of pragmatic competence in the widely used EFL textbook series Upstream in Romanian context, focusing specifically on levels C1 and C2. The central aim is to assess how sociopragmatic variation and intercultural pragmatics are represented, and how learners are expected to perform in particular contexts. Using a qualitative content analysis methodology supported by a CEFR-based checklist, the study examines two textbooks widely used in Romania at high school level for EFL instruction, selected for their alignment with advanced-level communicative goals. This is a purely textual analysis, and speech acts such as requests, refusals, suggestions, and apologies are analyzed using Searle’s (1976) taxonomy and the Cross-Cultural Speech Act Realization Project (CCSARP) framework. Findings reveal that while a variety of speech acts appear in both levels, they often occur in decontextualized dialogues with minimal socio-pragmatic or intercultural elaboration. Explicit metapragmatic instruction is largely absent, limiting learners’ awareness of cultural appropriateness. These results contribute to textbook evaluation by identifying a gap between CEFR sociolinguistic descriptors and actual pedagogical practice. The study concludes by recommending the integration of pragmatically enriched input, intercultural reflection, and context-sensitive tasks to support learners in achieving advanced communicative competence.