The Practice of Integrating CLIL and Bloom’s Taxonomy in Business English Courses

© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

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Abstract

With the aim of improving business English major students’ ability to apply theoretical knowledge to practical tasks, this paper describes the method of combining CLIL teaching methodology and Bloom’s taxonomy theory in business English courses. The paper points out that the traditional teaching system guided solely by the CLIL method may ignore students’ cognitive foundation, as they have never learned any business-related knowledge. With the combination of CLIL’s 4C framework and the six cognitive levels of Bloom’s theory, teachers can better design the teaching objectives and activities of each stage in business-related courses.

References

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