Against the background of the deepening of “five education simultaneously” and the emphasis on “integrating morality and skills” in higher vocational education, how to transcend the instrumental orientation of college English teaching and organically integrate aesthetic education to promote students’ all-round development has become an important issue. Based on sociolinguistic theory and its profound insight into the correlation between language, culture and social identity, this study explores the innovative path of integrating aesthetic education into higher vocational English classrooms. Taking Zhanjiang Preschool Education College as a case, the study points out the deficiencies of the existing teaching in terms of philosophy, design and evaluation through the analysis of current situation. Based on this, the study puts forward the core design principles of “contextual authenticity”, “cultural comparison and aesthetic integration”, “identity construction and creative expression” and “multi-dimensional interaction and process experience”, and constructs a systematic activity plan covering three levels: “perception and imitation”, “understanding and communication” and “creation and expression”. The research shows that combining the sociolinguistic perspective with aesthetic education goals can effectively guide English teaching from isolated knowledge transmission to social and cultural practice in real contexts, enabling students to simultaneously improve their aesthetic literacy, cross-cultural competence and professional identity in the process of language learning. This study aims to provide a practical paradigm reference of “language + aesthetics + profession” integration for the reform of English teaching in higher vocational colleges.