Final Remarks: Repositioning Chinese Language Education as Relational Practice in Multilingual Europe

This monograph has argued that the expansion of CSL in multilingual Europe cannot be understood merely as an instance of curricular diversification or as the introduction of an additional foreign language within existing educational structures. Rather, the presence of Chinese within European educational systems exposes a series of structural tensions that have long remained latent within foreign language pedagogy. These tensions concern the relationship between monolingual curricular traditions and plurilingual social realities, between transmission-centered instruction and socially mediated development, between standardized benchmarking and inclusive participation, and between structural rigor and epistemic justice.