Integrating Content and Language: Applying the 4Cs Framework of Content and Language Integrated Learning to International Relations Education in Chinese Universities

Abstract

With the increasing number of Chinese universities seeking to internationalize their curricula, the discipline of International Relations (IR) offers a particularly compelling venue for integrating English language development with thematic teaching. This article explores how to systematically apply the 4Cs framework of CLIL (Content and Language Integrated Learning) to the teaching of international relations for Chinese college students. It draws on the 4Cs framework that is already established by Coyle and places it in the specific teaching, institutional and sociolinguistic context of higher education in China. This paper first expounds the theoretical basis of the 4Cs framework, followed by the examination of the current situation of English teaching for IR students in Chinese universities. Against this backdrop, this paper further presents a continuous argument for the adoption of CLIL, discusses the teaching importance and implementation strategies, analyzes the challenges and limitations, and provides specific suggestions for educators and policymakers. We find that the 4Cs framework provides a coherent and adaptable structure for enhancing the language proficiency and disciplinary complexity of Chinese students majoring in international relations, provided that its implementation is sensitive to the institutional realities and cultural traditions of China's higher education system.