This study aims to demonstrate the integration of character education with content and language integrated learning (CLIL) and evaluate its effects on the English language learning and character development of young learners who use EFL. Eight participants received character-integrated CLIL instruction over 16 class sessions. Employing a mixed-method approach, this study collected qualitative data primarily through observations, interviews, portfolios, self-assessments, and peerassessments, complemented by quantitative data from English tests and questionnaires. Findings revealed that character-integrated CLIL significantly enhanced learners’ oral language skills, confidence, and engagement in learning English. Additionally, it facilitated simultaneous development of language proficiency and subject knowledge, while promoting acquisition of positive character traits. The learner-centered environment supported by teacher scaffolding and authentic materials allowed learners to apply their knowledge to real-life situations. These results provide educators with a model for effectively integrating character education into language learning. They also highlight the broader potential of CLIL to foster holistic learner development.

1. INTRODUCTION
2. REVIEW OF THE LITERATURE
    2.1. Content and Language Integrated Learning (CLIL)
    2.2. English Language Learning and Character Education
3. METHOD
    3.1. Participants
    3.2. Data Collection and Analysis
    3.3. The Character-Integrated CLIL Instruction Plan
4. FINDINGS AND DISCUSSION
    4.1. Character-Integrated CLIL on Language Learning
    4.2. Character-Integrated CLIL and Character Development
5. CONCLUSION AND IMPLICATIONS
REFERENCES
APPENDIX

• Hyun-Jung Kim(Adjunct Professor, Department of Applied English Contents, Hannam University)
• Keun Huh(Professor, Department of Applied English Contents, Hannam University, 70 Hannam-ro, Daedeok-Gu, Daejeon 34430, Korea) Corresponding author