Abstract
This research provides a comprehensive exploration of Content and Language Integrated Learning (CLIL) in Chinese educational settings, with a specific focus on teacher practices and their impact on student language proficiency. The study investigates key aspects of CLIL implementation, teacher strategies, and student language outcomes. It offers insights into effective CLIL practices, professional development needs for educators, and policy considerations for policymakers. The findings contribute valuable knowledge to the discourse on bilingual and multilingual education, aiming to inform stakeholders for the successful integration of CLIL programs in diverse educational contexts.
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