CLIL: A Case Study in the Italian Language Classroom at a Chinese University

Abstract

This study addresses the scarcity of literature regarding the implementation of Content and Language Integrated Learning (CLIL) for teaching Italian as a Foreign Language (FL) in the People’s Republic of China (PRC). The CLIL approach, which integrates language learning with non-linguistic subjects, shifts the instructional focus from formal linguistic analysis to the use of the language as a vehicle for acquiring new knowledge. This research, designed as a qualitative case study, examines a CLIL educational experience conducted at Nanjing Normal University. The primary objective is to explore the perceptions and responses of a group of fourth-year students, focusing specifically on how this approach influences their motivation and emotional engagement. Although the findings cannot be generalized, they do provide valuable insights useful in the design of future CLIL courses in similar contexts.