Historical Overview of Chinese Language Education for Speakers of Other Languages in China and the United States

Abstract

This chapter seeks to trace the historical development of Chinese language education for speakers of other languages in China and the United States. The authors compare and contrast the development of Chinese as a foreign language education (CFL) in the two countries and identify several critical understandings. Most significantly, political, social, cultural, and economic forces have been important factors behind the ups and downs of CFL education, and they have constantly interacted to shape the direction of CFL development in both countries. Religion is also found to have played a very critical and complicated role in the history of CFL education in both countries. This chapter supports the ecological perspective on language education and extends Cooper’s (Language planning and social change. Cambridge, UK: Cambridge University Press, 1989) language policy and planning framework to include forces at both top and grassroots levels.