Exploring Content and Language Integrated Learning (CLIL) teaching materials in Chinese universities: teachers and students perceptions and reflections

Abstract

This paper investigates the hindrances of textbooks identified in the process of implementing Content and Language Integrated Learning (CLIL) in Chinese universities based on the 4Cs framework. Purposive sampling was employed to elicit data through a series of semi-structured interviews conducted in seven different Chinese universities. The axial coding was used to analyze the data collected. The findings reveal some major hindrances brought from textbooks: content knowledge is mismatched with students’ knowledge background; the language is only instrumental in academic vocabulary development instead of an overall improvement of English skills; textbooks generally reveal a lack of cognitive, cultural and communicative consideration.   Keywords: Hindrances, content and language integrated learning (CLIL), textbooks, Chinese universities.