Forging a path for in-situ Chinese learning through eight decades of shifting US-China relations, with a focus onIUP

Abstract The first part of this article provides a historical background on how Chinese language entered the American academic curriculum, from its fringe status in the first half of the 20th century to its inclusion starting around 1960. Focus is placed on the in-situ component, which has always been deemed essential for true mastery of the language. With the founding of the People’s Republic of China (PRC) in 1949, Chinese language learning in-situ was impacted by geopolitics for the first time. From that point onward until the re-opening of China around 1980, mainland China was closed to American students. The options available for in-situ language programs were limited to Taiwan and Hong Kong. This article will cover the history of the Inter-University Program for Chinese Language Studies (IUP) (aka “Stanford Center”), including its precursors the Cornell Program and the Stanford Program, its 34 years at National Taiwan University, and its successors in Taiwan and Beijing. The theme of the article is how IUP weathered the geopolitical storms and maintained academic integrity within a highly politicized environment. The article will touch on the circumstances that enabled the founding of IUP in Taiwan in 1963 as well as provide some details about how major shifts in U.S. relations with the PRC and Republic of China (ROC) led to IUP’s most significant transition in 1997. This article will also cover the internal operations of the Center, including its pedagogical methodology which has endured 60+ years to the present day.