This literature review examines the conceptualisation and operationalisation of linguistic (im)politeness in Chinese as an Additional Language (CAL) and Chinese as an International Language (CIL) education. It explores the evolution of politeness theories, from Brown and Levinson’s universal model to third-wave discursive approaches, and their relevance in the teaching context. The review also analyses how face, cultural identity, and pragmatic competence shape communication within Chinese society. Finally, it addresses the challenges in integrating (im)politeness into language pedagogy, advocating for pedagogical models grounded in affective stance, moral alignment, and pluricentric pragmatics to enhance intercultural competence.