This study addresses the cultural identity and educational transition challenges faced by the “overseas Chinese children” (Qiao Tong) group in Wenzhou. Utilizing the CLIL (Content and Language Integrated Learning) teaching model, it explores an innovative pathway for patriotic education that uses bilingualism as a bridge and local culture as its foundation. Through the compilation of school-based teaching materials and practical teaching implementation, this research employs case study and questionnaire survey methods to systematically examine the application effectiveness of the CLIL model. Empirical results indicate that CLIL-based bilingual courses can significantly enhance students’ sense of cultural identity. The study confirms that systematic, guided CLIL instruction is an effective approach to constructing cultural identity for overseas Chinese children, offering a replicable “Wenzhou Experience” for educational governance in hometowns of overseas Chinese and for “telling China’s story well”.
- Open Access
- Article
Exploring Bilingual Education in the Wenzhou Region Under the CLIL Teaching Philosophy
- Yumeng Zhang,
- Yujie Su,
- Pingping Shi,
- Yujun Yao,
- Jiayi Song *
Author Information
Received: 22 Jan 2026 | Revised: 25 Feb 2026 | Accepted: 15 Mar 2026 | Published: 31 Mar 2026
Abstract
Keywords
overseas Chinese children in Wenzhou | CLIL | cultural identity | bilingual patriotic education
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