Abstract
Since the proposal of the “Chinese+” concept in 2019, it has attracted considerable attention. However, there is a clear divergence in understanding its connotation and denotation, particularly its relationship with Chinese for Specific Purposes (CSP) language teaching. Scholars hold different views over the relationship between “Chinese+” and CSP language teaching. Some believe that the former is equivalent to the latter, while some think that the former subsumes the latter, and others argue that the former does not subsume the latter. Considering the misunderstandings and misuse of the “Chinese+” concept, this study aims to define the “Chinese+” concept and clarify its relationship with CSP language teaching. Drawing on the theoretical framework of CSP language teaching, this paper examines the connections and distinctions between “Chinese+” and CSP. It posits that “Chinese+” constitutes a more advanced macro-policy concept. Its central ethos lies in the broader and deeper integration of international Chinese Education with Vocational and Professional Education, thereby advancing the internationalization of Chinese Vocational and Professional Education systems and cultivating international professionals who are proficient in Chinese and possess specialized knowledge and skills. CSP, as an academic construct, is oriented towards the professional or academic purposes of learners. Therefore, these two concepts should not be conflated.
Key words
Chinese+ /
Chinese for Specific Purposes /
language for specific purposes /
international Chinese education /
vocational education
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Zhang Li, Zhang Xiao and Le Thidongvinh.
Debate on “Chinese+” and Chinese for Specific Purposes[J]. Chinese Journal of Language Policy and Planning. 2025, 10(5): 37-43 https://doi.org/10.19689/j.cnki.cn10-1361/h.20250503
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