In the context of AI technology disrupting traditional language teaching and the urgent demand for interdisciplinary international talents amid the construction of “Emerging Engineering Education”, college English classrooms are confronted with multiple challenges. This paper proposes an integrated approach combining Content and Language Integrated Learning (CLIL) and Project-Based Learning (PBL) to construct a “project-based” college English teaching model for engineering students. The study first restructures teaching content, breaking down textbook barriers and utilizing AI platforms to introduce real-time, cutting-edge professional materials. Secondly, it builds a modular “CLIL Project Bank” to provide comprehensive support throughout the “English + Major + Competency” process. Thirdly, with backward design as the core framework, it forms an integrated project chain covering “online-offline” and “preclass, in-class, post-class” phases, positioning English as a tool for solving engineering problems. Finally, it establishes a new “Three-Dimensional Competencies — Formative + Summative — Multi-agent” assessment system. This model aims to simultaneously enhance students’ language application, professional practice, cross-cultural communication, and innovative abilities, offering a practical and operational paradigm for English teaching reform tailored to the cultivation of Emerging Engineering talents.
Xiujuan Feng (Thu,) studied this question.