The purpose of launching overseas language immersion based on Culture and Language Integrated Learning (CLIL) model in the Post-basic Chinese Program at Defense Language Institute (DLI) is to provide culturally based foreign language education to military linguist students via a culture-integrated immersive learning environment. The CLIL model engages students in meaningful real-life tasks and enhances students’ proficiency in the target language as well as cultural knowledge about the target-language-spoken regions and countries. A CLIL-model based overseas immersion program has been developed at a host university in Taiwan. Strategies applied in curriculum design include implementing content-based instruction, designing real-life scenario-based learning tasks, conducting immersion program quality control and creating a post-immersion cultural showcase. Collected data shows that all participating students’ both listening and reading proficiency, measured by a standardized assessment, were enhanced after completing the 4-week long overseas immersion program. A post-immersion cultural research showcase demonstrated the participants’ enhanced knowledge about the current Taiwanese society. In addition, results of a post-immersion learning-attitude survey revealed all participants’ accelerated learning motivation, confidence and risk-taking tactics. The successful application of CLIL model in the overseas language immersion provided students with a transformative learning experience and has had remarkable impact on the learners. It is recommended that effective pre- and after-immersion pedagogical interventions to be provided to immersion participants to ensure further positive impacts of CLIL-based immersion programs.
Keywords: CLIL, study abroad, language immersion.
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