This chapter concludes the book by reviewing its contributions and limitations. First, this book defines and assesses Chinese syntactic complexity via TC-units, as well as explores a task-based and proficiency-oriented approaches to teach Chinese syntactic complexity in the classroom. Second, this book also provides methodological implications for employing the notion of GlobaLocality to connect different subfields in language studies. This book mixes a top-down approach that clarifies the theoretical construct of syntactic complexity with a bottom-up approach that takes a particular feature of the investigated language Chinese. This book then takes an organic approach as advocated by Norris and Ortega (2009) to investigate Chinese syntactic complexity via varied levels subsumed: global complexity, clausal complexity and subclausal complexity. Finally, this chapter reviews the limitations of the book and offers suggestions for future research into syntactic complexity measurement and instructed development in non-Indo-European languages.