Bridging Policy and Practice: Examining the Implementation of Teaching Chinese as a Foreign Language Curriculum Policies for Bangladeshi Students in Chongqing Universities
List of Authors
Zhang Lingli
Keyword
Teaching Chinese as a Foreign Language (TCFL), policy implementation, Bangladeshi students, curriculum adaptation, language education, Chongqing universities
Abstract
This study examines Chinese instruction policies from the perspective of Bangladeshi college students in Chongqing. Despite the Chinese Ministry of Education's standard structure, policy and classroom implementation vary. These gaps are caused by institutional constraints, instructor under preparedness, and student challenges. These elements affect language learning and learning experiences. This research uses mixed-methods, combining qualitative classroom observations and interviews with quantitative statistical analysis from surveys. The findings show that tight curricular frameworks, overreliance on standardized testing, and cultural inflexibility hinder language teaching. TCFL laws emphasize language skills, however many students struggle with phonetic variations, new pedagogical methods, and a lack of culturally relevant learning tools. This study recommends a hybrid strategy that combines flexible, student-centered teaching methods, increased teacher training, and institutional support mechanisms like language exchange programs and curriculum revisions to improve policy implementation. These findings contribute to foreign language education policy by suggesting ways to make teaching English to speakers of other languages (TCFL) more inclusive and successful for international students.