中美語言教育標準在國際中文教育中的融合與發展

The Integration and DevelopmentofChineseand AmericanLanguageEducation Standards in Global Chinese Language Teaching

1.Introduction

Asglobalization accelerates，language education is becoming an increasingly important bridge between cultures.Teaching Chinese internationally both helps to share Chinese culture，sparking meaningful crosscultural conversations，and also playsa key role in shaping how languagesare taught and learned around theworld.Chinaand theUS are theworld's two largest economies and major cultural powerhouses; the blending of their language teaching standards has huge potential for shaping the future of international Chinese language education.In 2021，China's Ministry of Education， through the Center for Language Education and

一、 引言

隨著全球化進程的加速，語言教育作為文明互鑒的重要紐帶，其作用日益凸顯。國際中文教育既是弘揚中華文化、增進文明對話的重要載體，也是推動全球語言教育發展的關鍵領域。中美兩國作為世界最大和第二大經濟體，同時也是具有重要文化影響力的大國，其語言教育標準的融合對國際中文教育的發展意義重大。2021年，中國教育部中外語言交流合作中心發布了《國際中文教育中文水平等級標準》（以下簡稱《等級標準》），為國際中文教育的標準化和規范化提供了重要指導?！兜燃墭藴省凡粌H對中文學習者的語言能力提出了具體要求，還與中國漢語水平考試相銜接，在全球中文教育的科學化發展方面起到了示范和引領作用。

本文基于《等級標準》在美國外語教育體系中的適用性與實踐成效和實證研究成果，探討中美語言教育標準在國際中文教育領域的融合路徑，通過對比分析中美語言教育標準的異同，為國際中文教育的標準化和國際化建設提供理論參考，同時為后續語言教育標準融合的研究拓展視角。

Cooperation，rolled out the Chinese Proficiency Grading Standardsfor International Chinese Language Education （referred to as the ProficiencyStandards）. This represented a major step in guiding thestandardization andprofessionalization of Chinese language teachingaround the world.The Proficiency

Standardsdefineclear expectations forlearners of Chineseat variouslevelsandarecloselylinked to theHanyu Shuiping Kaoshi （HSK），which is the international Chinese proficiency examination. This connection sets a strong example，paving the waytowardsthe more scientific and structured developmentofChineseeducationworldwide.

Thisarticledraws on real-world research into how the Proficiency Standards have been applied and performed within the US foreign language teaching system.By exploring waysinwhich Chineseand American language educational standards can be integrated in the fieldof international Chinese teaching， thisarticle compares the similaritiesanddifferences between the two approaches.The aim is to offer useful theoretical insights for rendering Chinese language education more standardized and globallyconnected whilst also opening new perspectives for future studies onmerginglanguage education standards.

二、相關研究狀況研究存在的問題

《等級標準》國際應用的相關研究

《等級標準》自2021年發布以來，逐漸成為全球中文教育的重要參考框架，其國際應用主要體現在與各國中文教學大綱的對接、教材編寫和教學評估等方面。王祖嫘（2024）通過對34國150份中文課程大綱的研究，發現《等級標準》與海外課程大綱在教學自標、教學內容和教學評價上存在耦合接口，并提出分級量化指標與學段年級合理配置的建議。劉玉川和梁國杰（2024）以湯加《中文教學大綱》為例，探討《等級標準》與海外國別中文教學大綱的對接路徑，強調“引”與“融”兩個方面的重要性。此外，黃好好（2024）和李袆凡（2024）分別從語法和詞匯的角度，分析《等級標準》在教材編寫中的應用，發現其在初級階段匹配度較高，但在高級階段存在一定不足，因此建議進一步優化教材設計。

首先，現有研究主要集中于標準內容的橫向對比和應用路徑的理論探討，而對兩套標準在實際教學場景中的實施效果缺乏系統的實證研究。

其次，對中美標準核心理念差異所導致的教學實踐沖突探討不足：《ACTFL大綱》以“能做陳述”為核心，強調真實語境中的交際能力培養，其2024版將文化能力更進一步細化為可操作的評估指標；而《等級標準》則注重語言知識的體系化建構，通過三等九級的量化指標實現教學標準化。

在未來的研究中，我們應重點聚焦如何在實際教學中充分調和“能力導向”與“知識體系”之間的潛在張力。這不僅是一項挑戰，也是亟待深入探討的重要課題。我們須通過系統的理論分析和廣泛的實踐探索，尋求有效平衡兩者關系的方法與策略，從而實現兩套標準在教學實踐中的無縫對接與深度融合。

中美語言教育標準的比較研究

中美語言教育標準的比較研究主要聚焦《等級標準》與美國外語教學兩大核心框架——《世界語言學習標準》（World-Readiness Standards for LearningLanguages，以下簡稱《5C標準》）和《美國外語教學委員會語言水平大綱》（ACTFLProficiencyGuidelines，以下簡稱《ACTFL大綱》）的對比與對接研究。其中，《5C標準》作為美國外語教育的綱領性課程標準，由ACTFL主導制定，為外語教學提供宏觀指導；而《ACTFL大綱》則是具體的評估框架，廣泛應用于課程設置、教學評估和教師培訓等領域。2024版《ACTFL大綱》的主要更新包括：整合四大量表；細化技能描述語（強調“能做陳述”[Can-DoStatements]）；以“理解度”取代“準確”作為新評估參數。

劉樂寧（2021）指出，美國的《5C標準》強調交際和語用，但缺少對配套的語言能力的規定，《等級標準》則彌補了這一不足，為各國根據不同國情制定自己的中文教學標準提供了有益參考。劉歡和梁霞（2023）從口語和聽力兩項技能的角度，分析了《等級標準》與2012版《ACTFL大綱》對接的必要性和可行性，認為兩者的互補性可以為美國中文教學、測試和評估提供科學依據。張潔和梁霞（2024）對2024版《ACTFL大綱》進行了深入解讀，指出其創新之處及其對中文教學的啟發意義，并探討了如何將新大綱與《等級標準》配合使用。

2.OverviewofCurrentResearch

Studieson the international application oftheProficiencyStandards

Since the release in 2021， the Proficiency Standards have gradually become a key reference framework for Chinese language education around the world. Their international application is most evident in areas such as alignment with national Chinese curriculum guidelines，the development of teaching resources，and the design of assessment methods.Wang（2024） analyzes 150 Chinese language curricula from 34 countries， finding that the Proficiency Standards align with overseas curriculain terms of teaching objectives，content，and assessment methods.Based on this，Wang recommends the use of tiered， quantifiable indicators and the making of thoughtful adjustments to match different school levels and grade stages. Liu and Liang （2024）， using Tonga's Chinese Language Curriculum as a case study， explore how the Proficiency Standards can be integrated with country-specific Chinese teaching frameworks; they emphasize the importance of both introduction and integration askey strategies in the process.Huang（2024） and Li（2024） investigate the application of the Proficiency Standards respectively from the angles of grammar and vocabulary in textbook development， concluding that the standards align quite well with beginner-level resources， however there are noticeable gaps at advanced level. They therefore recommend further refinement of textbookdesigntobettermeettheneedsofhigherlevel learners.

ComparativestudiesofChineseand American language education standards

Research comparing Chinese and American language education standards adopts a principal focus on the comparison and integration of China's Proficiency Standardswith two core frameworks in US foreign language education， i.e. the WorldReadiness Standards for Learning Languages （referred toasthe5CStandards） andtheAmerican Council on the Teaching of Foreign Languages （ACTFL） ProficiencyGuidelines （referred toastheACTFL Guidelines）.The5CStandards，asthefoundational curriculum framework for US foreign language education，were developed under the governance of ACTFL，and provide broad guidance for foreign language teaching. In contrast， the ACTFL Guidelines serveasadetailedassessmentframework，thatis widely used in areas such as curriculum design， teaching evaluation，and teachertraining.Themain updates of the 2024 version of the ACTFL Guidelines include：1） integration of the four major skill scales; 2）refinement of proficiency descriptions with an emphasis on Can-Do Statements;3） replacement of“accuracy”with“comprehensibility”as a new assessmentparameter.

Liu（2021） contends that，although the US 5C Standards emphasize communication and pragmatics， they lack specific guidelines for supporting language proficiency.However，theProficiencyStandards address this gap by providing valuable reference points for countries to develop their own Chinese language teaching standards based on their unique national conditions.Liu and Liang （2o23） analyze the necessity and feasibility of aligning the Proficiency Standardswiththe2012editionoftheACTFL Guidelines， focusing on speaking and listening skills. They argue that the complementary nature of both frameworks could provide a scientific basis for

Chinese language teaching， testing，and assessment in the US. Furthermore， Zhang and Liang （2024） conduct anin-depthinterpretationofthe2o24versionofthe ACTFL Guidelines，highlighting its innovations and the insights it offers for Chinese language teaching. They also investigate how to effectively integrate the new guidelineswith theProficiency Standards.

Problems incurrent research

Firstly， the majority of the existing research tends to focus on comparing the content of the two standards side-by-side，or discussing their theoretical application paths. However，in the matter ofinvestigatinghowthese two standardsactually work in real teaching situations， there is a clear lack of comprehensive，hands-on studies.

Secondly， there is insufficient discussion of the practical clashes caused by the different core principles behind the Chinese and American standards. Specifically， the ACTFL Guidelines center on Can Do Statements，aiming to boost students' real-world communication skills in authentic settings. Their 2024 update goes a step further by classifying cultural competence as specific and assessable skills. In contrast， China's Proficiency Standards have a stronger focus on building a structured knowledge system，using a three-level and nine-stage scale to standardize language teaching.

In future research， there is a need to focus on how to balance the potential tension between being skills-focused and knowledge-structured in real teaching situations. This is more than a challenge;it is an extremely important topic which deserves indepth consideration.A deep dive into both solid theoretical analysis and wide-ranging practical exploration is required to find smart ways of balancing the two approaches. This is how it would be possible to connect the two sets of standards genuinelyand seamlesslyin real classroompractice.

三、中美語言教育標準的實踐與融合

《等級標準》在北美地區的推廣及對教師的培訓

在推動中美語言教育標準的融合與實踐過程中，新

NECLTA第13屆年會參與者合影GroupphotoofparticipantsatNECLTA's13thannualconference英格蘭地區中文教師協會（NewEnglandChineseLanguage TeachersAssociation，以下簡稱NECLTA）與華美協進社（ChinaInstituteinAmerica）發揮了積極作用。

NECLTA作為新英格蘭地區最具影響力的中文教育組織之一，通過組織教師培訓、開展教學研究、推廣中文教育標準等活動，致力于推動中文教育的標準化和教學質量的提升。

2024年10月5日，NECLTA成功舉辦第13屆年會，148位中美教育工作者參會。會議收到論文60余篇，內容涉及閱讀教學、各年級段教學、跨文化交際等核心領域。年會上，教師們積極分享在教學實踐中應用中美語言教育標準的經驗與思考，進一步促進教學理論與實踐融合。南京大學曹賢文老師和北京語言大學梁宇老師圍繞《國際中文教學通用課程大綱》教學評價研究，為基于中美語言教育標準的課程設計與教學資源開發提供了科學的理論指導與實踐策略，促進了課程評價標準的相互融合。

華美協進社，作為美國最早致力于中美語言文化交流的非營利組織之一，始終積極推動《等級標準》在美國的實施與應用。2024年10月6日，華美協進社與NECLTA聯合舉辦了“《等級標準》指導下的教師教學能力提升專項培訓工作坊”，吸引了美東地區36位中文教師參加。

培訓期間，中央財經大學李春玲老師系統闡釋了《等級標準》的研制背景、體系架構及創新思路，重點解析了三等九級體系、四維基準和五項技能要點，幫助教師們深入理解標準框架。通過介紹羅德島大學領航項目實例，李老師為教師們展示了基于《等級標準》開發教學資源的具體方法，推動了中美教學標準與資源的對接融合。

南京大學曹賢文老師通過《等級標準》與《ACTFL大綱》、《歐洲語言教學與評估框架性共同標準》的對比，從評估維度、文化內涵等層面分析了各標準的特色與共性，拓展了教師的國際視野。在教學設計環節，曹老師提出三種教學框架，并結合大語言模型應用案例，指導教師靈活運用標準設計課程，推動《等級標準》在教學實踐中的落地。

本次培訓加深了美東中文教師對《等級標準》的理解，提升了其對《等級標準》的應用能力。通過中美標準對比分析與實踐探討，促進了教師教學理念與方法的交流融合，為中美語言教育標準的深度對接提供了實踐范例。

《等級標準》的應用探索

2024年12月12日，為推動《等級標準》在實際教學中的創新應用，NECLTA與華美協進社聯合舉辦了“《等級標準》教學應用獎”優秀作品展示工作坊。此次活動吸引了75位中文教師參與，共征集到14個面向大、中、小學的教學設計方案，其中三位教師的創新實踐方案具有顯著示范價值：江山老師構建了基于《等級標準》的漢字書寫能力梯度培養模型；高畔畔老師探索了《等級標準》在新聞語篇教學與評估中的應用；李韌老師運用逆向課程設計框架創設了中國經濟特區發展史探究式學習路徑。這些作品從教學自標、設計理念到教學資源，全面展示了《等級標準》在聽、說、讀、寫等方面的具體應用，為中文教師提供了寶貴的實踐參考。此次活動不僅促進了《等級標準》的落地實施，也為未來中美標準融合的教學創新提供了重要啟示和指導。

3.Putting Chinese and American Language Education Standards into Practice and Finding Common Ground

Promoting the Proficiency Standards in North Americaand training teachers

In the move towards blending and applying

Chinese and American language educational standards，organizations such as the New England Chinese Language Teachers Association （NECLTA） and the China Institute in America have played an activeand influential role.

As one of the most influential Chinese language education organizations in New England，NECLTA aims to render Chinese education more consistent， improving overall teaching quality by organizing teacher training，leading research on teaching methods，and promoting Chinese educational standards.

On 5th October 2024，NECLTA successfullyheld its l3th annual conference， bringing together 148 educators from Chinaand theUS.The conference received over 60 paper submissions，covering key areas such as reading instruction， teaching across different grade levels，and intercultural communication.At the conference，teachers actively shared their experiences and insights on the application of Chinese and American language educational standards in real classrooms，helping to further bridge theory and practice. Professor Cao Xianwen from Nanjing University and Professor Liang Yu from Beijing Language and Culture University presented research on teaching evaluation based on the International Chinese Language EducationCurriculumGuidelines.Theirwork provided solid theoretical support and practical strategies for course design and the development of teaching resourceswhich align with both Chinese and American standards， helping to blend evaluation systemsfrombothsides.

As one of the earliest non-profit organizations dedicated to ChineseAmerican language and cultural exchange in the US， theChina InstituteinAmerica has actively promoted theimplementation and application of the Proficiency StandardsintheUS.On6th October，2024，theChina Institute in America partnered with NECLTA to host a training workshop designed to enhance teacher teaching abilities according to the Chinese Proficiency Standards;theeventattracted36Chineseteachers fromtheEastCoastof theUS.

During the training event，Professor Li Chunling from the Central University of Finance and Economics gave a detailed explanation of the background， system structure，and innovative ideas behind the Proficiency Standards.She focused on the three-level， nine-stage system， the four-dimensional benchmarks，and the five key skills，helping teachers togainadeeperunderstandingof the framework. By introducing a case study from the University of Rhode Island's Leading Program，Professor Li demonstrated specific methods for the development of teaching resources based on the Chinese Proficiency Standards，helping to connect and integrate Chinese and American teaching standards and resources.

Professor Cao Xianwen from Nanjing University gave an engaging talk in which he compared the Proficiency StandardswiththeACTFLGuidelines andthe Common European FrameworkofReference forLanguages.He explored their similarities and unique features from perspectives such as assessment criteria and cultural dimensions，helping teachers to broaden their global outlook. In the matter of course design，ProfessorCao introducedthreedifferent teaching frameworks，sharingreal-world examples of how large language models can be used and giving teachers practical tips on the creative application of the standards when planning their lessons， thus ensuring that theProficiency Standardscan trulybe reflected in classroom practice.

This training helped Chinese language teachers 《等級標準》培訓工作坊參與者合影 GroupphotoofparticipantsattheProficiencyStandardstrainingworkshop in the Eastern US to deepen their understanding of the Proficiency Standards，boosting their ability to apply them in real teaching. By comparing Chinese and American standards and exploring their practical applications， the sessions encouraged the useful exchange of teaching ideas and methods. It also provided a practical example of how Chinese and American language educational standards can combine in a meaningful way.

Exploring the application of the Proficiency Standards

On 12th December 2024，in order to encourage the innovative use of the Proficiency Standards in realworld teaching，NECLTA and the China Institute in America co-hosted an exhibition workshop featuring outstandingprojects from the“Proficiency Standards Teaching Application Award.\" This event attracted 75 Chinese language teachers and involved 14 teaching design projects aimed at elementary， secondary， and college-level learners.Among these， three teachers' innovative projects stood out as particularly strong models. Teacher Jiang Shan builta progressive model for the development of Chinese character writing skills based on the Proficiency Standards; teacher Gao Panpan explored how the Proficiency Standards could beapplied in teachingand theassessmentof news discourse; and teacher Li Ren used a reverse design framework to create an inquiry-based learning path focused on the history of China's Special Economic Zones. These projects highlighted the way in which the Proficiency Standards can be implemented across listening， speaking， reading， and writing， from learning objectives and instructional design to teaching resources，providing valuable practical guidance for Chinese language teachers. This event both advanced the real-world application of the Proficiency Standards and also offered important insights and guidance for future innovation in blending Chinese and American educational standards.

四、成效與反饋

調查顯示，參加上述“《等級標準》指導下的教師教學能力提升專項培訓工作坊”的教師中，約 56% 為大學教師、 41% 為中小學教師：參加工作坊前，三分之二教師從未接觸過《等級標準》；參加工作坊后，約 93% 的教師表示對《等級標準》的理解顯著加深，未來能夠將其與本土教學結合。分析表明，參訓教師在教學理念、教學方法和評估體系上普遍受到啟發，能夠更精準地制定教學計劃，滿足學生的個性化學習需求。有教師表示：“《等級標準》幫助我細化了聽、說、讀、寫等技能的教學目標，提升了課堂教學的針對性和有效性?！贝舜位顒訛榻處熖峁┝擞行У慕虒W實踐指導，推動了《等級標準》的落地應用。

此外，中美標準對比對接項目也有助于提高學生的學習效果。教師基于《等級標準》實施分級教學，為不同層次的學生定制契合其能力水平的學習內容，并設置相應難度的挑戰任務，能夠激發學生的學習興趣與積極性。例如，教師會利用《等級標準》設計真實的情境任務（如問路、購物等），提升學生的語言運用能力；同時，結合美國《ACTFL大綱》中對文化理解的要求，融入文化元素，以增強學生的跨文化交際能力，拓寬其國際視野。實踐表明，這種個性化教學方式有效地提高了學生的語言水平和文化素養。

中美標準對比對接項目促進了國際中文教育的發展，加深了中美在中文教育領域的交流與合作。通過工作坊、經驗分享等活動，教師們相互學習、相互借鑒，共同提升教學水平。這種跨國跨文化合作模式，為中文教育的國際化發展開辟了新路徑。

4.OutcomeandFeedback

A survey shows that， among the participants of the special workshop on enhancing teaching competence under the guidance of the Proficiency Standards，some 56% were university lecturers and 41% were primary and secondary school teachers. Prior to attending the workshop，two-thirds of the teachers had never encountered the Proficiency Standards.Following the workshop， some 93% reported a significantly deeper understanding of the standards， expressing confidence in integrating them into their local teaching practices. Analysis indicates that the participating teachers were broadly inspired in terms of teaching philosophy， methods， andassessment systems;they felt better able to design precise teaching plans tailored to students' individual learning needs. One teacher commented as follows： “The Proficiency Standards helped me to refine my teaching objectives for listening， speaking， reading，and writing skills， thus improving the focus and effectiveness of my classroom instruction\"This workshop provided teachers with practical guidance for teaching， promoting the effective implementation oftheProficiency Standards in practice.

Further， the China-US standards alignment project has also contributed to the improvement of students’ learning outcomes. Guided by the Proficiency Standards，teachers implement tiered instruction by tailoring learning content to match students varying proficiency levels and by assigning appropriately challenging tasks. This approach helps tostimulatestudents'interestand motivationtolearn. Forexample，teachersusetheProficiencyStandards to design authentic situational tasks， such as asking for directions and shopping， to enhance students' practical language skills. Meanwhile， by incorporating cultural elementsaligned with theACTFL Guidelines' emphasis on cultural understanding， teachers help students to develop intercultural communicative competence and broaden their global perspectives. Practice has shown that this personalized teaching approach is effective in improving students' language proficiency and cultural literacy.

The China-US standards alignment project has promoted thedevelopmentofinternational Chinese language education， also extending exchanges and collaborationbetweenChinaand theUSinthisfield. Through workshops，experience sharing，and other activitiesteachershavelearnedfromoneanother， mutually enhancing their teaching competence. This model of cross-national and cross-cultural cooperation has opened new pathways for the internationalization of Chinese language education.

五、結語

本研究聚焦中美語言教育標準的融合與發展，基于對兩國語言教育標準的深入比較分析，著重探討了《等級標準》在國際中文教育中的實踐應用及其對教學效果的積極影響。研究發現，中美語言教育標準在目標設定、教學方法及評估體系上具有較強的互補性。融合中美標準能夠更有效地提升中文學習者的語言水平，并促進不同文化背景下語言教育標準的互認。實踐表明，《等級標準》不僅有助于提升教學質量，還能為學習者提供更加清晰的學習路徑，增強學習者的語言運用能力。

未來研究可以從以下兩個方向繼續深入。首先，進一步研究中美語言教育標準在其他地區的適用性，特別是在非英語國家環境中的應用效果。其次，深入研究信息技術（如人工智能、機器學習等）在語言教育標準中的應用，如智能評測系統、自適應學習平臺和數據驅動教學方法如何對語言教育標準制定和實施產生影響，以及如何將這些技術有效融入語言教育標準體系，以提升教學個性化和智能化水平。

根據本研究的發現，我們提出以下建議：首先，應加大對《等級標準》的全球宣傳力度，促進其在國際中文教育中的推廣應用。具體措施包括：（1）建立多邊交流平臺（如研討會、工作坊和在線論壇等），促進中美教育專家、教師和學者的深度對話，增強對《等級標準》的理解與實踐；（2）加強國際合作，與國內外教育機構、政府部門及專業組織建立伙伴關系，共同提升《等級標準》的權威性和適用性；（3）開展標準化培訓，鼓勵教師參與并監測效果，確?；顒舆_到預期目標，同時根據實際情況進行調整和優化，有效融入教學實踐；（4）開發《等級標準》配套資源，如教材、在線課程和測評工具等，為師生提供系統支持。

其次，中美應深化語言教育領域的合作，建立長期穩定的交流機制，推動標準對接、資源共享和師資聯合培養，通過案例分析研究歸納、總結最佳實踐成果。另外，積極倡導政策支持，將《等級標準》納入當地教育體系。這些舉措不僅能提升語言教育質量，也將促進跨文化理解，助力構建開放包容的國際中文教育環境。

5.Conclusion

This study focuses on the integration and development of Chinese and American language educational standards. Based on an in-depth comparative analysis of the two countries' standards，ithighlights thepractical application of theProficiencyStandardsininternationalChinese language education and their positive impact on teaching effectiveness.The research finds that the Chinese and American language educational standardsarehighlycomplementaryintermsofgoal setting， teaching methods，and assessment systems. Integration of these standards can more effectively improve Chinese language learners’ proficiency， promoting mutual recognition of language education benchmarks across cultural contexts. In practice， the Proficiency Standards both enhance teaching quality and also provide learners with clearer learning pathways，strengthening their ability to use the language effectively.

Futureresearchcouldbefurtheradvancedin the following two directions. Firstly， more research isrequired into the applicability of Chinese and American language educational standards in other regions，particularly in non-English-speaking environments.Secondly， in-depth research should be conducted on the application of information technologies such as artificial intelligence （AI） and machine learning in the context of language education standards. This includes exploring how intelligent assessment systems，adaptive learning platforms，and data-driven teaching methods influence the development and implementation of these standards，along with how such technologies can be effectively integrated into the standards framework to enhance the personalization and intelligence of language instruction.

Based on the findings of this study， the following recommendations are proposed.Firstly， the global promotion of the Proficiency Standards should be enhanced to support their wider application in international Chinese language education. Specific measuresshouldinclude：

1） The establishment of multilateral exchange platforms such as seminars，workshops，and online forums to facilitate in-depth dialogue among Chinese and American education experts，teachers，and learners， thus extending understanding and practical use of the Proficiency Standards;

2） The strengthening of international cooperation by building partnerships with educational institutions， government agencies，and professional organizations，both domesticallyand internationally， to jointly enhance the authority and applicability of theProficiency Standards;

3） The organization of standardized training programs which encourage teacher participation and include mechanisms for monitoring effectiveness， ensuring that activities achieve their intended goals whilst allowing for adjustment and optimization based on real-world feedback to better integrate the standards into teaching practice;and

4） The development of supporting resources for theProficiencyStandards，such astextbooks，online courses， and assessment tools， to provide systematic support forboth teachersandlearners.

Secondly， China and the US should extend their cooperation in the field of language education by establishing a long-term and stable exchange mechanism to promote standards alignment， resource sharing，and joint teacher training. Through case study analysis， best practices can be identified and summarized. Further， active policy advocacy is necessary for the integration of the Proficiency Standards into local education systems. These measures would both enhance the quality of language education and also promote intercultural understanding，contributing the development ofan open and inclusive environment for international Chinese language education.