About this book


This book offers historical, philosophical, and sociocultural perspectives on Chinese language education for speakers of other languages with a special focus on Chinese language education in the United States. It provides a comprehensive, cross-disciplinary look at changes in CFL/CSL education over time in China and the U.S. and the philosophical, political, and sociocultural influences that led to these changes. The essays address a wide array of topics related to Chinese language education, including:  
A historical overview of the field
Theories that apply to CFL/CSL learning
Policies and initiatives for CFL/CSL by the Chinese and U.S. governments
Medium of instruction
Curriculum and instruction for CFL/CSL learners at K-12 and college levels
Technology for CFL/CSL education
Chinese language learning for heritage learners
CFL in study abroad contexts
CFL teacher education and training

This work is essential reading for scholars and students interested in gaining a greater understanding of Chinese language education in the two countries and around the world.


CFL education Chinese as a foreign language Chinese as a heritage language Chinese as second language Chinese language curriculum development Chinese language education Chinese language learners Chinese language learning Classroom management in cross-cultural contexts Pedagogy of Chinese as a second language Policy on Chinese as a second language Teacher preparation for Chinese as a foreign language U.S. policies and initiatives on CFL

Editors and affiliations

  • Jiening Ruan
    • 1
  • Jie Zhang
    • 2
  • Cynthia B. Leung
    • 3
  1. 1.University of OklahomaNormanUSA
  2. 2.University of OklahomaNormanUSA
  3. 3.University of South Florida, St. PeSAINT PETERSBURGUSA

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing Switzerland 2016
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-21307-1
  • Online ISBN 978-3-319-21308-8
  • Series Print ISSN 2213-3208
  • Series Online ISSN 2213-3216
  • Buy this book on publisher's site