USING CLIL BILINGUAL TEACHING TECHNOLOGY IN TEACHING STUDENTS FROM CHINA PEDAGOGY IN ENGLISH: OPPORTUNITIES AND LIMITATIONS

Abstract

In the context of teaching Chinese students the Theory of Education (Pedagogy) in English, the paper examines the potential of CLIL (Content and Language Integrated Learning) educational technology, which uses a foreign language to study a non-linguistic subject. Examples of its application in the classroom are provided, along with an analysis of its benefits and drawbacks. The reasons for the challenges Chinese learners face in understanding academic courses in English are discussed. The author provides recommendations for the efficient use of this technology to achieve the best possible learning outcomes for Chinese students in English language pedagogy by looking at the integration of the four main components of CLIL technology - Content, Communication, Cognition, and Culture - into the classroom.