CLTA 2024 survey of Chinese language programs at North American institutions of higher education

This study employs a mixed-methods design integrating survey and interview data to examine the current status, emerging opportunities, and ongoing challenges of Chinese language programs and Chinese-related curricular structures in North American universities during the early post-pandemic period (2023–2024). In Spring 2024, questionnaires were distributed to 562 institutions across the United States and Canada, leading to 202 valid responses (35.9%), including 191 from U.S. institutions and 11 from Canadian institutions. The survey investigated key dimensions of program development, including curriculum structures, pedagogy, instructional materials and resources, technology integration, study abroad, and faculty development. Between August and September 2024, follow-up interviews were conducted with directors or lead instructors from 32 U.S. institutions.

Findings indicate that overall enrollments in Chinese programs have remained stable or declined, with only a small number of programs reporting growth. Multiple factors, including the lingering effects of the COVID-19 pandemic, geopolitical tensions, and shifting domestic political conditions, have constrained study abroad opportunities, academic exchanges, and international collaboration. In addition, institutional changes to foreign language requirements have directly affected student enrollment. Some programs, however, were able to maintain stable enrollments by offering English-medium content courses and adjusting instructional methods and materials.

These findings have several implications for the field. First, whenever possible, Chinese language faculty should play a more active role in shaping institutional policies related to foreign language education and study abroad, including through administrative service or participation in decision-making committees. Second, the field should critically reassess existing curricular structures and pursue interdisciplinary integration, such as joint degree programs that combine Chinese with fields like computer science or data science, to better align with evolving labor market demands. Third, Chinese language educators should enhance their interdisciplinary and technological competencies to serve as versatile “generalist” instructors. Correspondingly, teacher training and professional development programs should refine their goals and create clear pathways for cultivating innovative talent in Chinese language education.