Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)  The journal of the Chinese Language Teachers Association, USA

The journal of Chinese as a Second Language (CSL) publishes peer-reviewed original articles in English or Chinese (either simplified or traditional characters) that make a significant contribution to the theory and practice of Chinese as a second language. Articles in all areas of Chinese pedagogy and acquisition are welcome, especially those that are empirically based and offer new perspectives and/or refine or challenge existing practices of teaching Chinese as a second language. Contributions in areas such as Chinese program management, curriculum design and teaching Chinese culture and literature in Chinese language classrooms are also welcome. In addition to research articles, CSL also publishes book reviews and short contributions that report on new discovery and development in the field of Chinese as a second language.

Three issues are published each year, in Spring, Summer, and Autumn. CLTA-US members receive the Journal as part of their membership. For membership application and for institutional subscriptions, please see the membership page for more information.

Chinese as a Second Language 漢語教學研究 (CSL) is the continuation of the Journal of the Chinese Language Teachers Association 美國中文教師學會學報 (JCLTA), USA. John Benjamins Publishing Company is the official publisher as of Volume 51 (2016).

Online Index: The online, searchable and browsable journal index — available since 31 August 2004 — covers 1966 to the present. Beginning with issues 2 and 3 of Volume 38 (2003), abstracts for the articles are also linked to the index entries. Volume 38.2 (May 2003) contains English abstracts for each article, while Volume 38.3 (October 2003) and subsequent issues include bilingual abstracts — in Chinese and in English

Indices: The journal is abstracted in Sociological Abstracts and is available through University Microfilms. The abstracts are accessible online at such websites as the LLBA (Linguistics and Language Behavior Abstracts). The LLBA is an on-line, searchable database for faculty, staff, and students who affiliate with any American higher institutions that store abstracts of language and linguistics articles, book reviews, and other publications. As the LLBA covers the period from 1973 to the present, it includes almost all the publications in this Journal’s history (viz., 1966 to the present). The journal is also listed on CNKI (China National Knowledge Infrastructure, a database for Academic Journals known as 知网).

Submission: For submission of articles for consideration, please submit the manuscript electronically online at  A submitted manuscript that is otherwise acceptable but does not conform to the style sheet will be returned to the author for rewriting. Authors who write in either language but are not native speakers of that language are urged to have their articles thoroughly edited by a native speaker prior to submission. Submission of manuscripts is not limited to CLTA-US members, but prospective authors are encouraged to become CLTA-US members.

Book Reviews:
Book reviews should be emailed to the Review Editor (Prof. Yu Li, directly. If you are interested in being a reviewer, please complete an online application at so as to be included in the list of prospective Book Reviewers. You will be contacted when publications in your areas become available for review.


Editor: Prof. Dana Scott Bourgerie 白杰理 (2020)
Asian and Near Eastern Languages
Brigham Young University
Provo, UT 84602
Tel: 801-422-4952 | Fax: 801-422-0028

Associate Editor: Prof. Scott McGinnis 马思凯 (2020) 
Defense Language Institute-Washington Office
2530 Crystal Drive
First Floor, Suite 1600
Arlington, VA 22202

Review Editor: Prof. Yu Li 李煜 (2020)
Department of Modern Languages and Literatures
Loyola Marymount University
1 LMU Drive
Los Angeles, CA 90045

Editorial Board Members:

Jun Da 笪俊 of Middle Tennessee State University (2017)
Zhuo Jing-Schmidt 井茁 of the University of Oregon (2017)
Mien-hwa Chiang 蒋冕华 of the University of Pennsylvania (2018)
Shijuan Liu 刘士娟 of Indiana University of Pennsylvania (2018)
Chan Lü 吕婵 of the University of Washington (2018)
Xizhen Qin of the University of South Florida (2018)
Sue-mei Wu 吴素美 of Carnegie Mellon University (2018)
Wenze Hu 胡文泽 of US Naval Academy (2019)
Nansong Huang 黄南松 of the University of Southern California (2019)
Matthew B. Christensen 岑民兆 of Brigham Young University (2020)
Shengli Feng 冯胜利 of Chinese University of Hong Kong (2020)
Wendan Li 李文丹 of the University of North Carolina (2020)
Helen Shen 沈禾玲 of the University of Iowa (2020)