The importance of learner diversity and foreign language standards in the Chinese classroom in the United States

With the recent development of teaching Chinese as a foreign language in the United States, Chinese language instructors and researchers are working hard to have better teaching quality in order to improve students’ language proficiency. Based on the recent research, this thesis examined two important issues that are important for Chinese language instructors in their daily teaching. One is the learner diversity, which focuses on the cross-linguistic influence, heritage and non-heritage language learners, and diverse learning styles in this thesis, which can impact Chinese language instructors on adapting strategies and methodology. The foreign language standards, on the other hand, can prepare Chinese language instructors on the content of instruction. More specifically, the foreign language standards can guide Chinese language instructors on setting goals, adapting authentic materials, adding cultural elements in the instruction, and teaching beyond the subject and classroom. The application of these findings will benefit Chinese language teachers in meeting their diverse students’ needs in the classroom. Also, the research will help guide Chinese language instructors’ professional training through better understanding the foreign language standards and how they align with stronger classroom practice.