The standardization of Global Chinese is seen in three developments of the globalization of Chinese. First, speakers of Chinese in Chinese diaspora communities are shifting from dialects to Putonghua. Second, schools in every country adopt Putonghua, Pinyin and simplified characters as the standard in teaching Chinese as a second or foreign language. Third, to promote Global Chinese education, China has established five hundred Confucius Institutes and one thousand Confucius Classrooms worldwide. However, we still see new variations of the standard in the process of the standardization of Global Chinese. This article reviews the history of the rise and fall of global languages, explores, with the community SLA model and the language identity as a process model, the underlying motivation for the variation of Global Chinese in the spread of the standard, and shows that gaps in language identity are the motivation that leads to the variations.
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