Sustaining Content and Language Integrated Learning in China: A Systematic Review

Abstract

The past decades have witnessed the rise and boom of Content and Language Integrated Learning (CLIL). As this dual-focused pedagogical approach continues to grow with remarkable vitality and sustainability, however, there is a paucity of knowledge regarding its development and application in China, necessitating a systematic review of previous research to apprise the academia of what has been done in the education and research agenda of CLIL. Grounded in four databases (i.e., Web of Science, Scopus, Education Resources Information Center, and Google Scholar), 28 research articles were extracted from 2013 to 2022 with certain exclusion and inclusion criteria considered. Thematic analyses primarily demonstrated that: (1) most studies were conducted in higher education providers, with English being the predominant instructional language; (2) diverse subject matters were embraced, denoting the coordination of “self” and “other” intercultural identities; (3) affective evidence concerning perceptions of CLIL and performance evidence regarding language learning outcomes tended to be the research nuclei, de-emphasizing the other research topics (e.g., assessment, translanguaging, heterogeneity in learning, learning materials, learning process); (4) the research findings were various, with most of them corroborating the benefits of CLIL to different aspects of learning; (5) CLIL learners were the principal source of data, and diverse research paradigms were displayed with appropriate designs as per the research objectives. These findings, by comparison with the knowledge and experience obtained from the Western world, imply that the scope of the CLIL agenda should be extended and deepened in China, encouraging educators and researchers to consider and probe a wider range of issues of interest.

A Mixed-Method Study on the Impact of Movie-Based Learning on Chinese Undergraduates’ Cultural Identity

“…The findings supported the idea that well-designed MBL, when accompanied by skilled facilitation, could create a synergistic effect going beyond the inherent qualities of the movies themselves (Chen et al, 2022). This aligned with previous literature on effective pedagogy, emphasizing the importance of instructor involvement in shaping meaningful learning experiences (Hu, 2024;Hu et al, 2023).…”

“…Formative and/or summative assessment, along with teacher reflection, was needed at the end of the class, which could inform further teacher activities. The intervention spanned 13 weeks within an academic semester, providing sufficient duration to assess its effectiveness (Hu et al, 2023). Utilizing this framework, a set of movies, such as Chang An (Xie & Zou, 2023), Creation of the Gods I: Kingdom of Storms (Wu, 2023), Ne Zha (Yu, 2019), Full River Red (Zhang, 2023), and Wolf Warriors 2 (Wu, 2017), were chosen to support MBL.…”

Longitudinal Investigation: Impact of Production-Oriented Approach on Chinese University Students’ English Writing and Speaking Proficiency

“…Prior to the tests, experts reviewed the test papers and instructions to ensure their validity. In contrast to traditional research that may rely on human ratings to assess students' English writing and speaking proficiency, this study, following the advice of Hu et al (2023), employed linguistic analyses of CAF, with the specific, well-established indices listed in Table 2. Given the intricacies of L2 speaking (Meyer, 2023), a more extensive set of indices was used to enhance assessment reliability compared to writing.…”

“…The prominence of English as a global lingua franca, coupled with China's increasing role in international affairs, underscores the pivotal role of English language education in shaping the communicative competence of its citizens (He, 2020). In this context, particularly within the realm of higher education, there exists a critical need for a paradigm shift that addresses the persistent challenges faced by university students in their English communication skills (Hu et al, 2023), notably in writing and speaking (Lin & Liu, 2022;Yang, 2020). Despite the substantial emphasis on English language instruction, students often encounter deficiencies in complexity, accuracy and fluency (CAF) in their expressive abilities (Wang & Han, 2021;Zhang et al, 2022), raising concerns amplified by the recognition that effective English communication skills are integral not only to academic success but also to participating meaningfully in a globalized society and workforce (Hu et al, 2022).…”

Research in Progress: CLIL Teachers’ Identity Construction and Negotiation

“…In the local context, the implementation of CLIL has brought about significant changes in the roles and identities of language and content teachers, especially in terms of their professional attributes (Hu, 2022;Liu & Cheng, 2019;Lo & Lin, 2021). However, little research has been conducted to investigate the professional profiles of Chinese CLIL teachers (Hu et al, 2023;Zhu et al, 2021), which is crucial for better understanding their experiences and challenges in this new educational context. To this end, this research paper focuses on the factors that shaped their professional attributes, the challenges they faced in constructing and negotiating their professional profiles, and the implications of their professional identities for CLIL implementation and teacher development.…”