黑料不打烊

The importance of Chinese in England’s modern foreign languages (MFL) curriculum has grown significantly over the past two decades. In 2007, only 10 to 13 per cent of English secondary schools offered Chinese language classes as an extracurricular enrichment activity (Chan et.al, 2022). Today, Mandarin Chinese is recognised by the Department for Education as a key MFL in primary and secondary schools (Lam, 2020). Data from the (2022) indicate 5,504 entries for GCSE Chinese in summer 2022, representing 15 per cent of Other Modern Foreign Languages and ranking second in this category. Notably, entries increased by 41.8 per cent from 2019 to 2022. Furthermore, beyond the Chinese language curriculum in the UK, Chinese ranks among the languages most commonly worldwide.

Yet this rapid expansion has not been matched by an equally strong research base. Despite growing uptake, research on teaching Chinese in English secondary schools remains limited (Chan et al., 2022). Zhang and Li (2010) highlight a critical gap: the lack of a coherent foundation curriculum to support beginner learners, particularly those from Anglophone backgrounds.

Exploring the YCT as a foundation for GCSE Chinese

Our research seeks to address the gap by examining the Youth Chinese Test (YCT)-based curriculum as a foundation curriculum for non-Chinese-speaking learners. The YCT-based curriculum aligns closely with GCSE Chinese, sharing more than 400 vocabulary items, a 75 per cent overlap in grammatical structures, and themes rooted in students’ everyday lives. These findings suggest that a YCT-based curriculum could serve as an effective bridge for students aged 11 to 14 in key stage 3 (KS3), supporting their progression to key stage 4 (KS4) and GCSE Chinese. This , published in the International Journal of Chinese Language Education, examines the potential of adopting a YCT-based curriculum as a structured pathway within England’s MFL framework.

Grounded in the concepts of constructive alignment (Hill et al., 2021), backward curriculum design (Angelo, 2021) and spiral learning (McHarg & Kay, 2009), our research conducts a detailed content analysis of the YCT and GCSE Chinese curricula and compares the themes, vocabulary, grammar and examination formats. Findings reveal significant alignment; however, while the YCT prioritises foundational communication skills, the GCSE demands engagement with advanced topics, such as environmental issues and globalisation, and includes translation tasks between English and Chinese.

YCT in practice: Strengths and gaps

We propose that a YCT-based curriculum – aligned with the Common European Framework of Reference for Languages (CEFR) and tailored to the English MFL framework – could provide a structured and motivating entry point for KS3 learners. The YCT’s materials, including progressive vocabulary and grammar sequences, culturally relevant themes, and bilingual textbooks with engaging visuals, are particularly suited to non-native learners compared to existing GCSE-focused resources.

‘We recommend supplementing YCT-based teaching with scaffolded translation exercises and exposure to diverse text types.’

Nevertheless, our analysis identifies limitations in the YCT, notably in writing and translation skills. Unlike the GCSE, YCT assessments do not require extended writing or English-to-Chinese translation, both critical components of GCSE evaluation. To address this, we recommend supplementing YCT-based teaching with scaffolded translation exercises and exposure to diverse text types. Pedagogical approaches such as Communicative Language Teaching (CLT) and the integration of CEFR descriptors into lesson planning can further align KS3 instruction with GCSE requirements while sustaining learner engagement.

Building confidence and participation

As Chinese language learning gains popularity in England, a well-sequenced, YCT-based KS3 curriculum could enhance student confidence, improve retention,and broaden participation beyond heritage speakers. Implementing such a curriculum represents a strategic step towards embedding Chinese more robustly within England’s mainstream MFL provision, fostering greater linguistic diversity and competence.

References

Angelo, T. (2021). Designing subjects for deeper learning: Practical research-based principles and guidelines. In L. Hunt & D. Chalmers (Eds.), University teaching in focus: A learning-centred ppproach (pp. 29–52). Routledge.

Chan, J., Woore, R., Molway, L., & Mutton, T. (2022). Learning and teaching Chinese as a foreign language: A scoping review. Review of Education, 10(3).

Hill, A., Readman, K., & Strampel, K. (2021). Curriculum frameworks. In L. Hunt & D. Chalmers (Eds.), University teaching in focus: A learning-centred approach (pp. 53–80). Routledge.

McHarg, J. (2009). Designing a dental curriculum for the twenty-first century. British Dental Journal, 207(10), 493–497.

‌Lam, S. (2020). Mapping development and challenges of teaching Mandarin Chinese in England Mandarin as a foreign language. International Journal of Chinese Language Education.

‌Zhang, G. X., & Li, L. M. (2010). Chinese language teaching in the UK: Present and future. Language Learning Journal, 38(1), 87–97.