Local Adaptability of Chinese Language Education in the Five Central Asian Countries from the Perspective of Language Planning

Abstract As Chinese language education in the five Central Asian countries undergoes scaling-up and systematic development, the issue of local adaptability has evolved from a latent concern into an urgent practical question. Drawing on the tripartite framework of language planning, this study adopts text analysis and comparative research methods to examine the current state of Chinese education in these countries and the challenges associated with local adaptability. The findings point to a degree of imbalance among the three planning dimensions: institutional breakthroughs at the level of status planning have not been effectively translated into corpus planning and acquisition planning, resulting in a gap between policy provision and pedagogical practice. The paper proposes a strategic pathway of endogenous development, advocating four measures – policy alignment, recontextualization of teaching materials, the establishment of local teacher training mechanisms, and digital-intelligent empowerment – to promote the transformation of Chinese education from an input-driven model to one that incorporates elements of endogenous growth.