This chapter analyses politeness strategies in Chinese as an International Language (CIL) through a dual lens: Brown and Levinson (Politeness: universals in language usage, Cambridge University Press, Cambridge, 1987. https://www.cambridge.org/core/books/politeness/89113EE2FB4A1D254D4A8D2011E542E4 ) framework and contemporary discursive approaches. Focusing on textbook representations, it examines how four key strategies—bald-on-record, positive politeness, negative politeness, and (notably absent) off-record strategies—shape learner competence. Three findings emerge: (1) Negative politeness dominates, reflecting Chinese cultural priorities of deference and hierarchy; (2) Off-record strategies are critically underrepresented, limiting learners’ ability to navigate indirect communication; (3) Current materials require rebalancing to address real-world pragmatic demands. The analysis calls for pedagogy that bridges textbook forms with authentic interactional competence.