1 Introduction

Higher normal universities play a core role in the teacher education system and need to adapt to the requirements of educational modernization and the construction of a strong country. The "New Era Basic Education Strong Teacher Plan" and the "Guidelines for College English Teaching" emphasize the development of teacher education majors' characteristics and curriculum teaching reforms. The English for Specific Purposes (ESP) course aims to combine subject content with language teaching, solve language problems in professional learning, and cultivate professional English proficiency. The curriculum development framework guided by the CLIL concept has guiding significance for ESP courses in normal universities. This study takes the development of the "Teacher English" course at a local normal university in Chongqing as an example to explore how to integrate teacher education and English teaching under the CLIL concept, and promote the interaction between ESP course development theory and practice.

2 Content and Language Fusion Learning Concept and 4C Curriculum Development Framework

The concept of Content and Language Integrated Learning (CLIL) originated in Europe in the mid-1990s and is a teaching method that combines content and language instruction. CLIL combines language and non language subject content organically through the dual focus of classroom teaching, and both are equally important in learning. Compared with traditional foreign language teaching, CLIL has unique advantages in promoting multidimensional collaborative development of language, non language subjects, and thinking. Coyle proposed the 4C curriculum framework, which aims to integrate various elements such as language, non language subjects, and thinking, providing a path reference for curriculum development and classroom teaching under the guidance of CLIL philosophy. The 4C framework covers four elements: content, communication, cognition, and culture, which are interrelated through integration at different levels. The 4C framework provides directional guidance for course development, learning effectiveness evaluation, teacher training, and other activities under the CLIL concept. Li Lingli and others believe that curriculum development guided by CLIL will inevitably lead foreign language education curriculum and teaching innovation towards the era of "integration". From the perspective of the professional development of bilingual teachers in universities, Xia Beibei believes that the 4C framework has certain reference significance for the qualification recognition and on-the-job training of this group. Li Lingli and Huang Fuquan pointed out that under the background of the new liberal arts concept, the requirements of the new liberal arts concept for cultivating "professional+foreign language" composite talents are essentially practical activities under the CLIL paradigm. The "specialization" of ESP should be extended to the field of teacher education, exploring the teaching practice of "teacher education+English" under the CLIL paradigm.

Teacher Education Specialization and ESP Curriculum Objectives and Characteristics in Normal Universities

Explored the importance of professionalization in teacher education, emphasized the contribution of subject teaching knowledge to teacher professionalism, and pointed out the necessity of establishing a professional standard system and evaluation mechanism. The relevant documents issued by the country, such as the "Certification Standards for Secondary Education Majors" and the "Professional Competence Standards for Teacher Education Students", as well as the "Introduction to Graduate Education Disciplines and Basic Degree Requirements (Trial Version)", listed teacher education as a secondary discipline, which has a significant impact on the cultivation of teacher education talents and curriculum development. At the same time, the objectives and characteristics of ESP courses in normal universities were discussed, emphasizing the importance of being learner oriented, combining teacher education content with English teaching, and cultivating "teacher education+English" composite talents.

Development of "Teacher English" Course under the 4C Framework

Yang Ruiying et al. (2021) proposed that curriculum design is the core of ESP teaching, and Coyle et al. (2010) emphasized that curriculum development under the 4C framework must consider specific "scenarios" and the symbiotic relationship between various elements. In the ESP curriculum of normal universities, the three elements of language, cognition, and cross-cultural communication should be included in the context of teacher education curriculum, highlighting the content's "pedagogical" nature; In terms of teaching methods, it should demonstrate "demonstration" and provide practical operation methods in classroom teaching scenarios for teacher trainees. The 4C framework, due to its systematic and integrated characteristics, provides methods and paths for the integration of "teacher training" and "demonstrative" aspects in the "teacher training English" curriculum.

5 Conclusion

The construction of new liberal arts has put forward new requirements for cultivating "professional+foreign language" composite talents, and the CLIL concept has emerged to meet the needs of international talent cultivation. Curriculum design is a systems engineering where various elements interact with each other. The 4C framework emphasizes the integration of content, communication, cognition, and culture. The "Teacher English" course integrates four elements of teacher education, English, cognition, and cross-cultural communication, and has the characteristics of "teacher education" and "demonstration". The core task of teacher education is to assist teachers in learning and teaching work. The "integration" under the CLIL concept is reflected in the levels of curriculum object and subject, and teachers should collaborate extensively to promote changes in teaching behavior and learning methods, and to promote students' comprehensive development.