Strategies Of College English Curriculum Design Based on Content and Language Integrated Learning (CLIL)

Haishan Liu

doi:10.54097/8844ka44

Authors

Haishan Liu

DOI:

https://doi.org/10.54097/8844ka44

Keywords:

Content and Language Integrated Learning (CLIL), Higher Education, Curriculum Integration, Educational Reform, Resource Allocation.

Abstract

In China’s higher education system, English language teaching has traditionally prioritized language proficiency, often overlooking the integration of academic content. As global demands for both language competence and specialized knowledge grow, this study investigates the implementation of Content and Language Integrated Learning (CLIL) in Chinese universities. Using thematic analysis of secondary data, the research identifies critical challenges such as curriculum integration, teacher readiness, resource constraints, and institutional resistance. The findings show that while CLIL offers potential benefits in enhancing both language skills and subject knowledge, its effectiveness is hindered by insufficient teacher training and a lack of resources. The aim of this paper is to explore these challenges and provide practical recommendations for successfully integrating CLIL in Chinese higher education. The study concludes by emphasizing the importance of teacher development, resource allocation, and institutional support for effective CLIL implementation, and suggests directions for future research.

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References

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