Teaching Chinese Culture in English-a CLIL approach

Abstract

This paper explores the integration of content and language learning in the context of teaching Chinese culture to English majors. Drawing on literature from Content and Language Integrated Learning (CLIL), the paper proposes three key considerations for effective integration: identifying and justifying integration methods, addressing mismatches between language proficiency and cognitive ability, and adopting an inquiry-based approach to teaching and learning. The paper argues that successful integration depends on a symbiotic relationship between content, cognition, communication, and language, as well as the development of intercultural awareness. The paper concludes that while integration is a complex process that requires strategic planning and reflective evaluation, it can enhance the effectiveness of language learning and content acquisition, providing learners with a meaningful context for language and culture learning.