Abstract:Content and Language Integrated Learning (CLIL) is a dual focused pedagogical practice in which a language other than the students’ first language is taught through content. CLIL has grown to become a popular pedagogic approach within education systems all over the world. However, research conducted in Chinese primary schools is extremely limited. Therefore, the aim of this study is to investigate whether CLIL is a beneficial approach in Chinese primary school English teaching and what are the advantages of applying this approach. The study contains relevant theoretical perspectives and semi-structured interviews. The results of interview show numerous beneficial factors. Under this approach, students’ language skills and knowledge skills are able to develop simultaneously. Furthermore, it enhances students’ communicative and social skills, which are very important skills to develop in English as a Foreign Language (EFL). 

Keywords: CLIL, language development, content knowledge development, EFL

Contents

Acknowledgement

Abstract

1. Intoduction-1

2. Literature Reviews and Theoretical Background-3

2.1 CLIL-3

2.2 The 4Cs framework of CLIL-4

3. Methodology-5

3.1 Research questions-6

3.2 Participants of the research-6

3.3 Instruments of the research-7

3.4 Procedures of the research-8

4. Findings and Dicussions-8

4.1 Beneficial aspects of CLIL-9

4.1.1 Development of L1 within CLIL-9

4.1.2 Contextualized learning and development of FL within CLIL-10

4.1.3 Development of communicative and social skills within CLIL-11

4.2 Possible challenges of CLIL-12

4.2.1 Access to CLIL materials in China-13

4.2.2 Lesson planning within CLIL-14

4.2.3 Development of content knowledge within CLIL-14

4.3 Parents’ influence on the effectiveness of CLIL-15

5. Conclusion-17

References-20

Appendix - Interview Questions-21