Restructuring the Chinese Language Teaching Model for International Students in China: A 5C Standards Perspective

Abstract

This study employs the American World-Readiness Standards for Learning Languages (commonly referred to as the 5C Standards) as its theoretical framework to systematically reconstruct the Chinese language teaching model for international students in China. Addressing structural challenges inherent in traditional models, such as emphasizing knowledge acquisition over competence development and prioritizing classroom instruction over community engagement, the research undertakes a comprehensive reconstruction across four dimensions: teaching objectives, content, methodologies, and assessment. The new model establishes a goal system centered on the cultivation of intercultural communicative competence, develops thematic teaching content integrating language, culture, and communication, designs instructional approaches based on real-world tasks and community exploration, and builds a diversified and comprehensive assessment system. By fully leveraging the immersive learning environment of international students in China, this model promotes a shift in teaching from a language knowledge-oriented approach to a learner competence-oriented paradigm, thereby offering both theoretical foundations and practical pathways for improving the quality of international Chinese education.