1、 Introduction

CLIL mode is a bilingual teaching method that integrates language and subject teaching, based on Hymes' communicative competence and Halliday's functional linguistics theory. It combines immersive teaching and content-based teaching features, aiming to cultivate international talents with professional knowledge, foreign language proficiency, and cross-cultural communication skills. The CLIL model is in line with the goals of international Chinese education, and its practical experience has enlightening significance for international Chinese education.

2、 The Rise and Theoretical Support of CLIL Mode

The CLIL model originated in Europe in the early 1990s and was proposed by Professor Marsh from the University of Westphalia in Finland. It has been widely implemented in primary and secondary schools in non English speaking countries of the European Union. The European Commission listed it as a method to improve the quality of language teaching in 2003. The theoretical basis of CLIL model includes input hypothesis, output hypothesis, interaction hypothesis, and socio-cultural theory, emphasizing that language and culture are inseparable, and language learning should be combined with subject knowledge. CLIL classroom focuses on learners' cognitive level, background, and emotions. Through authentic and meaningful language input, teaching is organized around content, promoting the synchronous growth of subject knowledge and language knowledge.

3、 The 4Cs Framework of CLIL Mode: A Case Study of Chinese Geography Class in Rome National Residential School

The Confucius Classroom at the National Residential School in Rome, Italy, offers Chinese CLIL courses, including Chinese geography/history, using a Sino Italian teacher cooperative teaching model aimed at improving students' Chinese proficiency and cross-cultural communication skills. The 4Cs framework of CLIL mode includes four aspects: content, communication, cognition, and culture. In terms of content, the course focuses on specific topics and requires students to master language and subject knowledge; In terms of communication, the CLIL model emphasizes communication between students and provides a real language learning environment; In terms of cognition, CLIL classroom improves students' foreign language proficiency and thinking ability through interactive teaching; In terms of culture, CLIL teaching helps students understand foreign language culture and improve their cross-cultural communication skills. The Chinese CLIL curriculum practice of the Rome National Residential School shows that this model has important implications for international Chinese education.

4、 The Enlightenment of CLIL Mode on International Chinese Education

The CLIL model has been widely applied in foreign language teaching in European primary and secondary schools, achieving rich empirical research results, especially in classroom teaching and teacher development. Since the 21st century, CLIL has been studied and practiced in China, involving theoretical exploration, subject content system, implementation effect, feasibility, classroom teaching, teacher development, textbooks, and other aspects. CLIL is not only a teaching model, but also a cultural education paradigm that enhances critical thinking skills. The CLIL model has three inspirations for international Chinese education: 1 Realize the transformation from "focusing on language" to "dual focus on language and content", organize teaching with subject knowledge, improve the effectiveness of classroom input, and achieve language knowledge-based output. 2. Enhance cross-cultural understanding ability through Chinese language teaching, assist in international understanding education, and cultivate "global citizens" with a global perspective. 3. Innovate the Chinese teaching curriculum model, adapt to the trend of younger overseas Chinese learners, achieve tool goals and educational ultimate goals, and contribute wisdom and strength to building a community with a shared future for mankind.