Three-Stage International Chinese Language Joint Training Program: Pedagogical Implications and Theoretical Contributions

The rapid expansion of Chinese language education under the Belt and Road Initiative (BRI) has intensified Sino-Russian educational collaboration, yet challenges such as inconsistent curricula, teacher shortages, and inadequate pedagogical alignment persist. This study evaluates the effectiveness of a three-stage Chinese language joint training program implemented by Russia’s Perm State Humanitarian Pedagogical University (PSHPU) and China’s Jining University in 2024. Grounded in Language Environment Theory (LET), the program employs a phased approach: Stage 1 (Russian-dominated instruction with limited Chinese input), Stage 2 (bilingual transition), and Stage 3 (full Chinese immersion). The research examines how these stages influence Russian students’ perceptions across four dimensions-Quality of Support Received, Language Skill Improvement, Student Satisfaction, and Overall Learning Experience-while addressing gaps in empirical evidence for staged immersion models. A cross-sectional quantitative design is adopted, with data collected from 248 Russian students who completed the program. Results indicate moderate to high satisfaction across all stages, with the Bilingual Transitional Stage (Stage 2) yielding the highest mean scores in all dimensions (p < .001). Students report greater accessibility of target-language input, perceived support, and skill development during this phase, underscoring the value of balanced L1/L2 mediation. In contrast, Stage 3 (full immersion) shows lower ratings for support quality and skill improvement, suggesting cognitive overload or insufficient scaffolding. These findings align with LET’s emphasis on structured, emotionally secure environments and corroborate prior research on the risks of abrupt immersion. The study offers three key pedagogical implications. First, structured support systems-including qualified instructors, tutoring services, and interactive tasks like roleplaying-are critical during transitional phases to maintain engagement and confidence. Second, measurable proficiency benchmarks and formative assessments help students perceive progress, boosting satisfaction. Third, teacher training in intercultural pedagogy and curriculum integration ensures effective scaffolding across stages. Noninstructional factors, such as counseling and peer mentoring, further enhance the learning environment, reflecting LET’s holistic view of environmental design. Theoretically, the study expands LET by validating its application to staged bilingual contexts and identifying boundary conditions for immersion. It demonstrates that gradual L2 exposure with L1 support optimizes perceptions, while premature full immersion may hinder satisfaction. The integration of academic and administrative support mechanisms into LET refines the theory, highlighting their role in mediating affective and cognitive outcomes. Methodologically, the study provides a replicable framework for analyzing perceptual differences across instructional stages, combining repeated-measures with demographic controls to isolate environmental effects. Limitations include the cross-sectional design, which precludes causal inferences, and reliance on self-reported data. Future research should adopt longitudinal designs, incorporate objective proficiency measures, and diversify samples to strengthen generalizability. Extending this framework to other contexts, such as English immersion programs in international schools, could further validate staged models across languages and learner demographics. In conclusion, the study underscores the effectiveness of bilingual transitional stages in international language programs, offering empirical support for LET’s principles. By balancing target-language input with scaffolding and support, educators can enhance perceived learning outcomes and address the affective and cognitive needs of diverse learners. These insights inform the design of future Sino-Russian language initiatives and contribute to broader discussions on optimizing immersive education in global contexts. The authors declare no conflicts of interests.

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