U.S. Policies and Initiatives for CFL Education

Abstract

This chapter examines historic and recent policies aimed at expanding Chinese as a foreign language (CFL) study in American K-12 and post-secondary education. These include initiatives arising out of World War II and Cold War defense needs, academic and “critical language” initiatives since the 1960s (e.g., “100,000 Strong” and STARTALK), and recent efforts aimed at promoting cultural and linguistic understanding (e.g., Confucius Institutes). The authors describe three categories of primary purpose for Chinese language learning: (1) national defense, (2) academic study, or (3) greater public appreciation of Chinese language and culture. The chapter offers explanations on why CFL study has failed to “catch fire” in American high schools, colleges, and universities. Using emerging resistance among many academicians and institutions to Confucius Institute partnerships as an example, the authors argue that CFL expansion is impeded by adversarial perceptions of China within the American institutional mindscape. The chapter concludes with a rationale and direction for increasing American receptiveness to CFL programs and other initiatives aimed at promoting Sino-American understanding.