CLTA 2024 survey of Chinese language programs at North American institutions of higher education

Abstract This mixed-methods study integrates survey and interview data to examine the status, opportunities, and challenges of Chinese language programs and related curricula in North American universities during the early post-pandemic period (2023–2024). In Spring 2024, questionnaires were distributed to 562 U.S. and Canadian institutions, yielding 202 valid responses (35.9%), including 191 from the United States and 11 from Canada. The survey examined curriculum structures, pedagogy, instructional resources, technology use, study abroad, and faculty development. Follow-up interviews were conducted with directors or lead instructors from 32 U.S. institutions between August and September 2024. Findings show that Chinese program enrollments have generally remained stable or declined, with relatively few programs reporting growth. The lingering effects of COVID-19, geopolitical tensions, changing domestic political conditions, and modifications to institutional foreign language requirements have constrained enrollment, study abroad, academic exchange, and international collaboration. Nevertheless, some programs maintained stable enrollments by offering English-medium content courses and adapting instructional approaches and materials. These findings suggest that Chinese language faculty should, whenever possible, take a more active role in institutional decision-making related to foreign language education and study abroad, including through administrative service and participation in relevant committees.