The enduring vitality of Communicative English for Chinese Learners (CECL) ^[1], edited by Professor Li Xiaoju, stems from the “generative pre‑training transformation system” embedded within its activity design. This system elevates CECL beyond the single label of a “CLT coursebook,” turning it into an “innovation engine” that guides learners step by step from language beginners to autonomous communicators. This paper first explains the theoretical core of the “sustained innovation” model, then analyses in depth the three major features of the organizational structure of CECL activities design. Throughout the analysis, relevant theories from Wittgenstein’s philosophy of language are drawn upon to provide a solid theoretical foundation for understanding the philosophical underpinnings of CECL’s design. Finally, the paper argues that CECL offers not merely a set of teaching materials, but a meta‑model for achieving sustained innovation in foreign language education—a model that carries important implications for contemporary foreign language teaching theory and practice.