Localized CLIL lessons for Grade 2 English learners in southwestern China
DOI:
https://doi.org/10.62819/jel.2026.2147Keywords:
CLI, CLIL-ized lesson, CLIL-ized activity, young Chinese learnersAbstract
In response to the problems of limited English proficiency among young Chinese learners and insufficient adaptability of CLIL (Content and Language Integrated Learning) lessons, this study designed and implemented a localized “CLIL-ized” lesson model. The study invited 60 Grade 2 students from a primary school in Southwestern China to participate. The students were eight years old and had an introductory level of English proficiency. 16 CLIL-ized lesson plans were designed. Through classroom observation, the effectiveness of CLIL-ized lesson plans was examined, focusing on learners’ motivation for learning English, confidence in English use, and enthusiasm for communicating in English. Classroom observations in this study indicated increased students’ participation and willingness to use English during the lessons through increased use of visual auxiliary teaching materials and interactive games. At the same time, learners showed a stronger willingness to use the target language. The innovation of this study is to use CLIL-ized lesson plans to provide young learners with a new English learning environment, with practical implications for promoting the popularization of CLIL in primary education.
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