Seeking changes in a challenging time

Despite growing attention to the role of proficiency guidelines in Chinese as a second language (CSL) teaching and learning, systematic empirical research in this area remains limited. This special issue examines the impact of proficiency-oriented instruction in CSL education through five empirical studies focusing on program design, assessment, and intercultural competence, addressing challenges posed by innovations in language learning technology and evolving learner needs. Proficiency-oriented instruction encourages educators to design flexible curricula, organize teaching, and conduct assessments based on students' communication needs, linguistic knowledge, and communicative competence. This approach ensures clear, structured learning objectives while promoting student-centered and diverse teaching methods and strategies. This collection of studies bridges research and practice, fostering pathways for proficiency development in a globalized, multilingual world.

本期特刊主要探讨如何基于语言能力等级标准进行项目和课程设计、开展课堂教学和进行语言测试，以应对语言学习技术创新与学习需求改变所带来的挑战。以语言能力等级标准为导向的教学鼓励教师根据学生的语言水平，从其交际需求、语言知识和交际能力出发，灵活设计课程、组织教学、进行评估。这一策略既保证教学和学习目标清晰、有章可循，同时鼓励以学生为中心、多样化的教学模式和策略。尽管近年来汉语作为第二语言教学界越来越重视语言能力等级标准的指导作用，但以语言能力等级标准为导向的系统性实证研究仍然较为缺乏。因此，本期特刊的五篇文章在项目和课程设计、课堂教学实施、特定语言技能评估与训练，以及跨文化能力培养等方面，探讨以语言能力等级标准为导向的汉语教学的重要性和可行性。