This section outlines the development history of Chinese language education in Hungary during the first half of the 20th century, highlighting Hungary's multiple "firsts" in Sino-Hungarian relations. It emphasizes the importance of studying the history of Chinese language education in Hungary for exploring the developmental patterns of international Chinese language education, identifying constraints, and promoting growth strategies. The chapter also discusses the achievements and shortcomings of regional and country-specific research on Chinese language education, as well as the representative role of Hungarian Chinese language education among Central and Eastern European countries. Hungarian Chinese language education, spanning a century, has been shaped by Hungary's historical development and its relations with China and Europe. Current research on Hungarian Chinese language education has yielded rich micro-level findings, covering aspects such as current conditions, teaching staff, textbooks, and teaching methods. The century-long journey of Hungarian Chinese language education can be divided into the initial period, gradual development period, adjustment period, and formation period. This article focuses on the initial period and the golden era of gradual development in the first half of the 20th century.

1. The Initial Period of Hungarian Chinese Language Education (1923–1949)

This section delves into the origins and development of Chinese language education in Hungary during the first half of the 20th century. Hungary's foreign language education was influenced by its geographical location and historical context, with Chinese language education closely tied to the development of Sino-Hungarian relations. In the 19th century, Hungary's interest in Oriental studies grew, particularly in exploring its own ethnic origins. The demand for Chinese language talent emerged in the latter half of the 19th century, especially during the Austro-Hungarian Empire, as colonial expansion into East Asia increased the need for Chinese speakers. After World War I, Hungary gained independence, and Chinese language education began to receive attention. In 1923, the Department of East Asian Studies was established at Pázmány Péter University, aiming to research the historical origins of Hungarians and related Central and East Asian languages. Louis Ligeti, a foundational figure in Hungarian Sinology, advanced Chinese language teaching, emphasizing the collection and study of primary sources and the cultivation of classical Chinese reading skills. From the 1940s to the early 1950s, Chinese nationals taught at the department, but due to limited interaction, listening and speaking skills were not adequately emphasized. Characteristics of Hungarian Chinese language teaching during this initial period included Sinologists as instructors, small student numbers, reliance on foreign textbooks, a focus on classical Chinese reading skills, and an orientation toward Oriental studies. Over time, some of these features persisted, while others evolved.

2. The Gradual Development Period of Hungarian Chinese Language Education (1950–1966)

In the first half of the 20th century, Hungarian Chinese language education entered a phase of gradual development, particularly between 1950 and 1966, benefiting from strengthened Sino-Hungarian relations, which spurred unprecedented growth. After the establishment of diplomatic relations in 1949, close ties between the two countries provided new opportunities for Hungarian Chinese language education. Eötvös Loránd University (ELTE) became the only Hungarian institution offering Chinese language instruction, with the Department of Far Eastern Languages and Literature overseeing research and language teaching in Sinology, Japanese studies, Korean studies, and Vietnamese studies. Book exchanges between Chinese and Hungarian libraries enriched ELTE's Chinese collections, while both countries began exchanging students to train diplomats. Notably, Tsinghua University's "Chinese Language Training Program for Eastern European Exchange Students" and later Peking University's "Chinese Language Program for International Students" had a profound impact on Hungarian exchange students.

In the 1950s, the Hungarian government reformed higher education to promote its development and elevate national literacy and cultural standards. Following the Soviet model, Hungary adjusted university curricula, prioritizing teaching while assigning research primarily to specialized academies. During this period, ELTE's Chinese language teaching entered its first golden age. In terms of faculty, the first-generation Sinologist Louis Ligeti became vice-president of the Hungarian Academy of Sciences while remaining active in teaching and research. China's Ministry of Education began sending state-sponsored teachers, such as Guo Yuheng and Zhao Shuhua, to ELTE, who introduced new materials for teaching Chinese as a foreign language.

In teaching methodology, Hungarian Chinese language education combined the direct method with the translation method. The participation of Chinese state-sponsored teachers increased the use of target-language materials and opportunities for practical application. In textbook development, Chen Guo and Zhu Ruiyu co-authored Hungary's first locally produced Chinese textbook, Chinese Grammar, which detailed Chinese grammar, vocabulary, and phonetics, showcasing distinct localization features. Additionally, reference works such as the Hungarian-Chinese Electronic Engineering Dictionary were published.

In terms of curriculum, courses included not only modern spoken Chinese but also classical Chinese, Chinese and East Asian art history, world literature, world history, and aesthetics. Students could also learn other Asian languages alongside Chinese. By the late 1950s, Hungarian exchange students who had completed their studies in China returned to join ELTE's Chinese language teaching and Sinology research teams. They were the first Hungarians fluent in spoken Chinese, with many later becoming new-generation Sinologists.

Louis Ligeti enjoyed high international acclaim in Altaic studies, Mongolian studies, and Sino-Tibetan studies. Under his leadership, the primary goal of Hungarian Chinese language teaching was to serve Sinology research, cultivating students' research skills and ability to read Chinese texts. Gábor Kósa, József Takács, and Chinese state-sponsored teachers introduced contemporary Chinese content into Hungarian Chinese language teaching, transforming its overall landscape. Their modern Chinese instruction aligned with China's language standardization movement, gradually incorporating its outcomes into Hungarian Chinese language teaching and diversifying a curriculum previously focused on classical Chinese. The changes in faculty structure and teaching content during this period marked the first paradigm shift in Hungarian Chinese language education.

3. Conclusion

In the first half of the 20th century, Hungarian Chinese language education was shaped by domestic politics, economics, and the demands of international exchange, with Sino-Hungarian relations serving as a key driver. Sinology provided academic motivation, while the quest for ethnic origins fueled Hungary's enthusiasm for Central and East Asian studies. Key figures such as Louis Ligeti had a significant impact on Chinese language teaching. Pázmány Péter University (later ELTE) played a crucial role in the development of Chinese language education. The first half of the 20th century laid the foundation for Hungarian Chinese language education, influencing faculty structures, curricula, and other aspects. It cultivated a cohort of outstanding Chinese language professionals, providing a strong teaching foundation for the latter half of the century.