1 Introduction

Against the backdrop of international Chinese language education shifting from scale expansion to quality enhancement, this section highlights the growing demand for local adaptability in overseas teaching. It identifies the Chinese Proficiency Grading Standards for International Chinese Language Education as a national top-level design providing a reference framework for overseas instruction, analyzes the dual pathways of integrating "standardization" and "localization" in the current standards system construction, reviews the research gap where existing studies focus predominantly on policy alignment while lacking systematic synthesis of teaching practice outcomes, and consequently proposes research objectives centered on European localized textbooks as case studies to examine implementation pathways and adaptive strategies of the Grading Standards, thereby constructing a dynamic implementation framework.

2 The Connotation of Localization in International Chinese Language Education

This section defines the core connotation of localization in international Chinese language education as following the laws of language and culture dissemination, serving local learners, meeting diverse needs, and making adaptive adjustments to economic, cultural, and educational systems. Building upon this foundation, it systematically explicates the dynamic relationships between localization and five key concepts—globalization, universalization, standardization, region-country specificity, and homogenization: standardization provides quality foundation and adaptive flexibility for localization through a "dual-layer standards system"; globalization and localization complement each other to expand dissemination pathways and regional integration; universalization combined with personalized adjustments achieves scaled development and effective implementation; region-country specificity guides local adaptation from macro to micro levels; and differentiation strategies resolve homogenization dilemmas while balancing quality benchmarks and diverse needs. Ultimately, it emphasizes that localization must rely on multi-dimensional co-construction concepts, seeking balance between quality benchmarks and local characteristics to promote sustainable development of international Chinese language education.

3 Constructing a Dynamic Framework for European Localized Chinese Textbook Compilation

This section constructs a dynamic implementation framework for European localized Chinese textbook compilation, with "dual-layer standards integration—bidirectional adaptation mechanism—three-dimensional implementation pathway" as its main structure, forming a virtuous closed loop through a "continuous feedback optimization" mechanism. At the top-level planning stage, it proposes integrating the Grading Standards with the Common European Framework of Reference for Languages into a "dual-layer standards system," using the Grading Standards to specify language knowledge and skill tasks while employing the CEFR to provide localized support. In the localization adaptation phase, it establishes a "people-oriented" bidirectional interactive mechanism: language teaching content adaptation follows the flexible principles of the Grading Standards, with Chinese and foreign teams jointly adjusting content and methods, as exemplified by the Spanish textbook El Camino del Chino supplementing local vocabulary; cultural dissemination adaptation achieves local affinity while maintaining the core of Chinese culture through Sino-foreign cooperation, as seen in the Italian textbook Parlo Cinese adopting Sino-Italian city comparisons. In implementation pathways, it advances collaboratively from three dimensions—language contrast, localization characteristics, and learner needs—enhancing applicability through setting error reminder modules, adopting scenario-based corpus close to local life, and designing teaching segments based on needs surveys. Finally, it establishes multi-level feedback mechanisms at professional, social, and pedagogical levels, utilizing digital means to collect and analyze data to drive continuous textbook optimization, such as El Camino del Chino employing ChatGPT to analyze learning data and adjust exercise design.

4 Practical Pathways for European Localized Chinese Textbook Compilation

This section examines the dynamic implementation framework and specific practical pathways for European localized Chinese textbook compilation, with core reference to the "dual-layer standards integration—bidirectional adaptation mechanism—three-dimensional implementation pathway—continuous feedback optimization" model, analyzing two typical cases: the Italian textbook Parlo Cinese and the Spanish textbook El Camino del Chino. At the thematic compilation level, textbooks take language functions as the core, aligning the Grading Standards with CEFR proficiency levels, adopting a "thematic" compilation model to achieve organic integration of standardization and localization through topic-driven approaches—Parlo Cinese uses "Sino-Italian cities" as its main thread to present cultural comparisons, while El Camino del Chino ensures topics remain close to local life through questionnaires and seminars. At the skill cultivation level, it focuses on strengthening "speaking" and "translation" abilities for European learners: the former integrates language form and function through topic-driven pathways and visual support means, while the latter constructs Chinese thinking logic through systematic translation training design, with classroom activities continuously optimized based on teacher-student feedback. At the grammar and vocabulary system construction level, grammar follows the principle of "briefly covering similarities, elaborating on differences," with El Camino del Chino achieving 90.04% alignment between elementary-intermediate grammar and the Grading Standards while supplementing key grammar points for Spanish learners' difficulties; vocabulary implements the concept of "communication priority, local supplementation," appropriately breaking level restrictions to prioritize high-frequency communicative words and negotiating to supplement local cultural vocabulary. At the cross-cultural integration level, it follows the concepts of "culture accompanying language" and "balancing ancient and modern, with emphasis on the present," achieving bidirectional adaptation through three levels—cultural theme selection and integration, culture accompanying language teaching, and cultural application in communicative situations—enabling learners to perceive Sino-Western cultural similarities and differences in language use and establish cross-cultural awareness.

5 Conclusion

This section responds to the 2025 World Chinese Language Conference theme of "Localized Chinese Teaching Resource Development and Adaptation," constructing a dynamic compilation framework of "dual-layer standards integration—bidirectional adaptation mechanism—three-dimensional implementation pathway—continuous feedback optimization." With "top-level planning—local adaptation—ground-level execution" as its approach, it establishes a "theory—strategy—practice—feedback" closed loop, validating the feasibility of local integration of the Grading Standards through El Camino del Chino and Parlo Cinese. It identifies collaboration among policy institutions, compilation teams, and teaching units as the guarantee, and points to future needs for testing framework applicability and attending to new directions in digitalization and "Chinese + Vocational Skills."