Volume 53, Issue 1
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
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This paper chronicles the development of a post-secondary Chinese program after the establishment of the Language Center at Stanford University in 1995. It outlines a continuous process of curriculum development aiming to be consistent with the (ACTFL, 2006) and (ACTFL, 2014). It also describes assessment programs implemented to obtain data on students’ oral and writing proficiency levels at the end of 150 hours of instruction (completion of first-year Chinese) and at the end of 300 hours of instruction (completion of second-year Chinese). Because Chinese is a non-cognate language to English, students’ achieving ACTFL proficiency levels of Intermediate Low in oral and writing proficiency at the end of their first year and achieving Intermediate Mid and higher at the end of their second year indicates the program’s successful curricular design and implementation. This paper outlines the main factors contributing to this success.


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