This edited volume presents the latest scholarly endeavours to synergise Chinese linguistics with Chinese language education and L2 Chinese acquisition, a direction of inquiry that has emerged as a rapidly developing area and attracted both teaching practitioners’ and linguists’ interests in recent years.

The studies presented in the volume approach a diversity of issues, ranging over linguistics-informed Chinese language education in the contexts of Hong Kong, mainland China, Taiwan, and overseas countries, language pedagogies along various linguistic approaches, L2 Chinese development of different linguistic properties, bilingualism and multilingualism among adult and school learners, as well as linguistically grounded Chinese language learning and teaching via digital means, etc. The volume offers to deepen the reader’s understanding of the existing theories on Chinese language education and L2 Chinese acquisition, and the linguistic theories regarding the nature, component modules, and development of the human language faculty. It also offers new pedagogical inspiration, based on cutting-edge empirical research, for Chinese language teaching in different educational settings.

Of interest to scholars in the fields of Chinese language teaching and learning, second language acquisition or applied linguistics, this volume contributes to the emerging field of educational applications of linguistics and presents an overarching framework that bridges a long-lasting division between language teaching practice and linguistic research.