Lin Qi

Against the backdrop of globalization, intercultural skills have increasingly become one of core quality in the field of higher vocational education. CLIL (Content and Language Integrated Learning), as a pedagogical approach that integrates language skills and subject knowledge, provides a new pathway for improving the intercultural competence of students in English in higher vocational colleges. This paper addresses the deficiencies in cultivating intercultural competence within higher vocational English education in terms of teaching philosophy, modes, and evaluation systems. By integrating the CLIL theory into teaching, this paper proposes some improvement strategies from the perspectives of optimizing curriculum design, creating teaching scenes, and perfecting the teacher training system. By analyzing the practice cases on the CLIL model in higher vocational English teaching, it aims to promote the innovation of intercultural English teaching models in higher vocational colleges and help students achieve effective communication and cooperation in multicultural contexts.

CLIL Theory; Higher Vocational English Education; Intercultural Competence; Teaching Strategies; Curriculum Integration

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