This study attempts to clarify the issues and debates of curriculum integration in the area of Chinese Language. Theoretic perspectives and teaching practices are examined in order to provide a comprehensive discussion. There are three goals of this paper. First, the author advocates that a discussion of curriculum integration in the area of Chinese Language should be based on the characteristics and the functions of language. To do so, the author provides a working definition for ”integrated teaching” to help educators make appropriate decisions. Second, for a better understanding of this issue, both the theoretic and practical presentations are analyzed to organize an overall picture of domestic situation. Third, foreign theories and models are introduced as alternative views of practicing curriculum integration in the language area. It is hoped that this paper can evoke more discussions and possibilities regarding curriculum integration in the area of Chinese Language.