A CLIL Model for Generalist Teacher Education Cultivation

Abstract

In the context of globalization, education must adapt to foster skills such as cross-cultural communication, critical thinking, and lifelong learning. Content and Language Integrated Learning (CLIL), which merges language learning with subject instruction, has emerged as a potent strategy to address these demands. This study explores the viability of CLIL in preparing college students majoring in Primary General Education for teaching roles in rural Chinese primary schools. By focusing on the role of generalist teachers in rural elementary schools, the research promotes a CLIL model for generalist teacher education cultivation and underscores CLIL’s potential to improve educational quality and equity in China. It seeks to contribute to educational reform eff orts, enhance teacher professional development, and elevate student achievement, thereby advancing educational fairness and excellence in a globalized era.