Adopting the Chinese Proficiency Grading Standards for International Chinese Language Education in North America

This special issue delves into the Chinese Proficiency Grading Standards for International Chinese Language Education (hereinafter referred to as “Grading Standards”), the first comprehensive framework for assessing the Chinese language proficiency of international learners. It presents five empirical studies that examine the applicability and challenges of adopting these standards in North America. The first paper offers a comparative analysis of global language standards, while the subsequent papers explore various aspects of the Grading Standards’ localization in the North American context, including character teaching, vocabulary, grammar instruction, and oral proficiency. The findings and recommendations provide valuable insights for course design, curriculum development, and textbook compilation in Chinese language programs across North American universities.