A Study on the Reform of the CLIL Model in Bilingual Education at Higher Vocational Colleges: An Investigation of Six Colleges in Zhejiang Province
DOI:
https://doi.org/10.61360/BoniCETR262020050501Keywords:
CLIL model in bilingual education, higher vocational colleges, survey analysisAbstract
This paper conducts a survey analysis of the current state of bilingual education in higher vocational colleges in China, aiming to investigate the implementation of bilingual teaching in Zhejiang Province within the context of the Belt and Road Initiative and the cultivation of high-tech talent. The study uses data from six colleges in Zhejiang Province, analyzing 438 valid questionnaires to assess the current status of bilingual education. The findings reveal that 79.22% of students believe that bilingual education is necessary; however, issues such as a heavy learning burden (61.64%) and a need for improved satisfaction levels (only 46.12% expressed high satisfaction) are prevalent. In response to these findings, the paper proposes reform pathways based on the CLIL (Content and Language Integrated Learning) framework, suggesting feasible strategies for bilingual curriculum reform in higher vocational colleges through content-driven and language-embedded approaches.
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Copyright (c) 2026 Wenyan Huang*, Jiaxuan Yu
This work is licensed under a Creative Commons Attribution 4.0 International License.
