Teaching Content Design and Practice in Engineering 
University English Classrooms from the Perspective of 
Beautiful China

Wenyan Zhang

doi:10.70711/neet.v3i7.7239

Teaching Content Design and Practice in Engineering University English Classrooms from the Perspective of Beautiful China

Wenyan Zhang

Abstract

With the advancement of the Beautiful China strategy, ecological civilization has become a key focus in higher education reform.
This study integrates ecological concepts into engineering university English courses, developing an Ecological Discourse Literacy framework based on Constructivism, Content and Language Integrated Learning (CLIL), Systemic Functional Linguistics, intercultural communication, and ecological education theories. Through a 16-week teaching experiment with 120 mechanical engineering students, the study designed and tested an ecological English teaching model, achieving significant improvements in language proficiency (17.3% in writing, 15.2%
in speaking), ecological awareness (from 3.21 to 4.49 on a five-point scale), and cultural confidence (85% of students expressed willingness to
promote Chinas ecological achievements). The findings enrich course ideology education and provide innovative pathways for Chinas ecological discourse in global contexts.

Keywords

Beautiful China; Engineering English; Ecological Civilization; CLIL; Ecological Discourse Literacy; Teaching Reform; Intercultural Communication

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DOI: http://dx.doi.org/10.70711/neet.v3i7.7239

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