Chinese Language Education in Multilingual Europe: Contexts and Challenges

The purpose of this chapter is primarily diagnostic. It does not yet articulate a pedagogical model, nor does it intervene directly in methodological debates. Instead, it reconstructs the institutional, curricular, and ideological conditions under which Chinese as a second language (CSL) has entered and stabilized within European educational systems. The central question guiding this chapter is not how Chinese should be taught, but under what conceptual assumptions it is currently taught.