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Frontiers in Educational Research, 2024, 7(4); doi: 10.25236/FER.2024.070425.

Integrating Bloom's Taxonomy and the Cognitive Academic Language Learning Approach in Teaching College English in China


Yue Cai

Corresponding Author:
Yue Cai

University of San Francisco, California, USA


English proficiency is increasingly crucial in China's globalized landscape, yet challenges persist in the effectiveness of college English education. Traditional methods often prioritize exam preparation over holistic language acquisition, leading to student disengagement and limited proficiency. This article reviews the literature on two effective approaches, Bloom's taxonomy and the Cognitive Academic Language Learning Approach (CALLA), to address these challenges. By integrating Bloom's taxonomy into lesson planning and adapting CALLA strategies, educators can enhance student learning outcomes and motivation in college English classes. Additionally, a sample listening comprehension lesson plan demonstrates the practical application of these approaches in the classroom context.


College English, Bloom's Taxonomy, Cognitive Academic Language Learning Approach (CALLA), Lesson Planning, Listening Comprehension

Cite This Paper

Yue Cai. Integrating Bloom's Taxonomy and the Cognitive Academic Language Learning Approach in Teaching College English in China. Frontiers in Educational Research (2024) Vol. 7, Issue 4: 149-153. https://doi.org/10.25236/FER.2024.070425.


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