A study on the application and effects of content and language integrated learning (CLIL) in primary school in China
Abstract
This study explored the application and effects of Content and Language Integrated Learning (CLIL) in primary schools in China. As an emerging educational concept, CLIL aims to promote students' subject knowledge mastery and cross-cultural communication skills through the process of learning a second language, while teaching subjects using a non-native language. This analysis considered the implementation of CLIL in Chinese primary schools from both theoretical and empirical perspectives, focusing on students' language ability improvement, subject knowledge mastery, cognitive skill development, and cross-cultural awareness enhancement. Although there were issues such as teachers' professional abilities and resource allocation during implementation, the CLIL model has shown unique advantages in promoting comprehensive student development. It is recommended that future educational reforms consider more widely applying the CLIL model, optimizing its application in Chinese primary schools through teacher training and curriculum design innovation.
Subject
University of Wisconsin - Platteville: Master of Science - English Education
UW Platteville - Master of Science - English Education
English education in China
Permanent Link
http://digital.library.wisc.edu/1793/85502Type
Working Paper