Recently, the International Standards of Professional Competence for Chinese Language Teachers (T/ISCLT 001-2022) (hereinafter referred to as the Standards) were released by the World Society for Teaching Chinese as a Foreign Language on August 26, and have been officially implemented since the date of release.
The Standards are another major standard launched by the Center for Sino-foreign Language Exchange and Cooperation of the Ministry of Education after the release of the Chinese Language Proficiency Standards for International Chinese Language Education in 2021.
The Standard was initiated by the Center for Sino-foreign Language Exchange and Cooperation of the Ministry of Education, and drafted by 28 universities, social organizations, and business organizations from 13 countries, including Peking University, Beijing Language and Culture University, Tianjin Normal University, China Nonferrous Metals Industry Talent Center, Confucius Institute of Cairo University in Egypt, Australian Chinese Language Teachers' Association, Royal Academy of Cambodia, American Society for International Literacy and Education, Japan Youth Development Association, and Spanish Association of Chinese Language Teachers and Teaching. The standard is drafted jointly by 28 universities, social groups and corporate organizations from 13 countries.
The Standards adapt to the new trends and requirements of the development of international Chinese language education in the new era, highlight the development concepts of international Chinese language teachers, such as teacher ethics as the first priority, literacy as the foundation, learner-oriented, and intercultural competence as the focus, and are based on theories of teaching Chinese as a second language, teacher professional development, and teacher evaluation, and reference to the standards of teachers from many countries, and inherit and develop the International Chinese Language Teachers' Standards (2012 edition). It is the latest achievement in the field of international Chinese language education.
The development of the Standard took three years, and it has extensively solicited opinions and suggestions from more than 300 Chinese and foreign experts and scholars, more than 5,000 Chinese teachers from various countries, international Chinese teacher volunteers, and more than 100 Chinese education personnel training units from various countries, conducted large-scale surveys and studies, organized more than 100 academic seminars, discussions and working sessions, and undergone repeated studies and full discussion and revision, and has been approved by experts from international Chinese education, the The Standardization Technical Working Group, composed of experts from the Chinese Organization for Standardization and the International Organization for Standardization, reviewed and revised the Standard.
The Standards highlight the learner-centered concept, emphasize the lifelong development of teachers, highlight the intercultural communication skills and digital technology application skills of teachers, and are based on the International Chinese Language Teacher Competency Model, which classifies the knowledge, skills, attitudes and professional development of international Chinese language teachers through five primary indicators and 16 secondary indicators: professional philosophy, professional knowledge, professional skills, professional practice and professional development. The competencies are divided into three levels: primary, intermediate, and advanced, with detailed descriptions of each level. At the same time, the Standards include the Norms for Grading the Professional Competence of International Chinese Language Teachers as a normative appendix, which stipulates the evaluation indicators and criteria for grading international Chinese language teachers, further enhancing the guiding and practical nature of the Standards.
The Standards are applicable to all aspects of international Chinese language education and teaching, and can provide scientific and effective guidance for international Chinese language teachers' educational and teaching activities, as well as a basis and specification for international Chinese language teachers' professional competence recognition and assessment, international Chinese language education training, etc. It can also provide a basis for international Chinese language teachers' professional development and career planning, and can be used by all kinds of schools, educational institutions and enterprises in China and abroad, at different levels of international Chinese language education and "Chinese+" education. It can also provide reference for international Chinese language education and "Chinese+" talent training, curriculum development, education practice, recruitment and selection at different levels in schools, educational institutions and enterprises in China and abroad.
original source: http://www.chinese.cn/page/#/pcpage/article?id=1178&page=1
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