A study on college English teaching under the guidance of content and language integrated learning theory

with the acceleration of globalization, there is an increasingly urgent demand for interdisciplinary talents with solid English proficiency and cross-disciplinary knowledge in society. The traditional college English teaching model, which “emphasizes language skills while neglecting content integration”, can hardly meet students’ needs to use English to solve professional problems in real contexts. This study focuses on the application of CLIL (Content and Language Integrated Learning) theory in college English teaching. It takes a comprehensive university as a case study to deeply analyze the feasibility and practical effects of integrating this theory with college English teaching. The research finds that the CLIL model can effectively improve students’ comprehensive English application ability and disciplinary knowledge transfer ability. However, its promotion in this university faces challenges such as insufficient teaching literacy, lack of teaching resources, and difficulty in adapting to students’ individual differences. Based on this, this study proposes targeted strategies, providing theoretical references and practical paths for the reform of college English teaching in similar institutions.

CLIL theory, college English teaching, content and language integration, teaching practice, interdisciplinary talent cultivation