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Volume 18, Issue 1 (2025)
JMED 2025, 18(1): 140-146 |
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Hu H, Hashim H, Li X. Bridging language and learning: A CLIL-ized TMI model for international students in traditional Chinese medicine. JMED 2025; 18 (1) :140-146
URL: http://edujournal.zums.ac.ir/article-1-2358-en.html
URL: http://edujournal.zums.ac.ir/article-1-2358-en.html
1- Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia , p108937@siswa.ukm.edu.my
2- Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia. University Research Group on Eduxcellence: Development of Innovative Curriculum & Pedagogy, Universiti Kebangsaan Malaysia, Bangi, Malaysia
3- School of Traditional Chinese Medicine, Shandong Second Medical University, Weifang, China
2- Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia. University Research Group on Eduxcellence: Development of Innovative Curriculum & Pedagogy, Universiti Kebangsaan Malaysia, Bangi, Malaysia
3- School of Traditional Chinese Medicine, Shandong Second Medical University, Weifang, China
Abstract: (151 Views)
Background & Objective: The increasing number of international students studying Traditional Chinese Medicine (TCM) in China has brought to light challenges related to the linguistic complexity and specialized terminology of TCM courses, which are primarily conducted in Chinese or English. This Short Communication paper presents an innovative teaching model that combines language instruction with subject-specific content to address these challenges.
Materials & Methods: The model was implemented with 128 international students at a Chinese university. Data collection involved tests assessing English and Chinese language skills, TCM knowledge, and student satisfaction through a questionnaire.
Results: Students showed significant improvements in language proficiency and TCM knowledge. Responses from the questionnaires indicated high levels of satisfaction, with participants noting advancements in their linguistic skills, mastery of content, and cultural understanding.
Conclusion: Integrating language support into subject-specific teaching effectively addresses challenges in international TCM education, offering a replicable model for similar contexts.
Materials & Methods: The model was implemented with 128 international students at a Chinese university. Data collection involved tests assessing English and Chinese language skills, TCM knowledge, and student satisfaction through a questionnaire.
Results: Students showed significant improvements in language proficiency and TCM knowledge. Responses from the questionnaires indicated high levels of satisfaction, with participants noting advancements in their linguistic skills, mastery of content, and cultural understanding.
Conclusion: Integrating language support into subject-specific teaching effectively addresses challenges in international TCM education, offering a replicable model for similar contexts.
Article Type : Orginal Research |
Subject:
Education
Received: 2024/12/11 | Accepted: 2025/04/5 | Published: 2025/04/14
Received: 2024/12/11 | Accepted: 2025/04/5 | Published: 2025/04/14
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