CLAC对美国高校汉语课程建设的启示

近年来，在美国高等教育界逐渐受到重视的跨学科的文化与语言课程（Cultures and Languages Across the Curriculum，简称CLAC）反映了美国社会对多元文化、多种语言和国际化的需求。那么如何将CLAC运用到美国高校汉语课程建设中呢？本文将以美国东南部的一所私立大学的中文项目为例，对这一问题进行探讨。文章首先介绍了CLAC的教学理念及课程结构，然后分析了该校的CLAC汉语课程实践对其中文项目的生源、学生的语言学习以及教师职业能力发展等三个方面的影响，以期对未来美国高校汉语课程建设提供一些初步借鉴。

Cultures and Languages Across the Curriculum (CLAC) has recently aroused great interest in American higher education in response to a growing need for a multicultural and multilingual society in the U.S. How should educators apply the CLAC framework to the curriculum development of Chinese as a foreign language in American colleges and universities? This paper addresses the issue with three Chinese CLAC courses at a private university in the Southeastern United States as examples. It first introduces the CLAC framework, its curricular structure, and the course design and teaching practices of those three courses. The paper then discusses the implications of CLAC for the development of the Chinese language curriculum in terms of enrollment, students’ language learning experience, and teacher development, with the aim of providing some insights on future college Chinese curriculum development in the U.S.