Curricula should be based on good practice and on theories that lead to effective teaching and learning. These include general learning theories concerned with students’ learning; linguistics theory concerned with the linguistic content of the language courses; and language learning theories concerned with language study environments, interactions between teachers and students and the processes and strategies of language learning. This book compares features of the Chinese language curriculum in Mainland China, Hong Kong, Macau, Taiwan and Singapore and uses school-based practices in Mainland China and Hong Kong as a source of exemplars.

The beginning stage of establishing a new Chinese language teaching and learning methods in Hong Kong is to set up a curriculum framework which leaves space for course designers and practitioners to develop school-based curricula according to students’ ability and needs. The nine-year Chinese syllabus in Taiwan consists of strong local characteristics as it includes Minnan Chinese, Kejia Chinese and native Taiwanese language. The new Chinese syllabus in Singapore emphasizes differences in learners’ ability and is classified into different strands. There are different Chinese syllabi at secondary level, such as Basic Chinese, Chinese Language (completed within 4 or 5 years), Higher Chinese, Chinese Syllabus B.

In recent years many countries have established a three-focus level curriculum, namely nation, district and school that accords with developments in local curriculum reform of basic education. In this diversified curriculum system, the national curriculum sets the overall direction while the local and school-based curriculum has a complementary role. The school-based curriculum is increasingly important to many frontline teachers. This is a challenging issue consisting of the process and outcomes of the interaction between teachers and students in Chinese language teaching. Furthermore, it provides an opportunity for Chinese language teachers to make a real difference.