ICLTS 汉语水平测试 全球汉语教学总会汉语水平测试委员会所研发的测试系统:

  1. 汉语非母语的学习者 Chinese as Foreign Language
  2. 汉语为第二语言得学习者 Chinese as Second Language
  3. 汉语技能分项考试 Chinese Test of Specific Skills (CTSS) 
  • 汉语拼音技巧测试
  • 成语能力测试
  • 少儿阅读能力测试
  • 听力理及解能力测试
  • 中华经典知识能力测试

International Chinese Language Testing System (ICLTS) is a proficiency test designed to assess non native speakers of Chinese language particularly for those learning Chinese as a foreign language (TCFL). The assessment criteria generally concentrate on one’s daily, academic and social lives.

The test is developed by IATCSOL’s panel of lecturers who are specifically invited to engage in the development of ICLTS from all possible perspectives. The ICLTS Examination Committee is a division established by IATCSOL to oversee all assessment activities worldwide.

ICLTS is supported by QAC-ICLT, a joint assessment body of USA, UK and EU to promote and develop quality accreditation system specially designed for Chinese Language Teachers based on guided Teacher Performance Indicators (TPI) of prescribed standards.

ICLTS Levels

Elementary 1 – A1 (CEF)


Test takers can understand and use very simple Chinese phrases, meet basic needs for communication and possess the ability to further their Chinese language studies.



Elementary 2 – A2 (CEF)

Test takers have an excellent grasp of basic Chinese and can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.



Intermediate 3 – B1 (CEF)


Test takers can communicate in Chinese at a basic level in their daily, academic and professional lives. They can manage most communication in Chinese when travelling in China.


Intermediate 4 – B2 (CEF)

Test takers can converse in Chinese on a wide range of topics and are able to communicate fluently with native Chinese speakers.

Advanced 5 – C1 (CEF)


Test takers can read Chinese newspapers and magazines, enjoy Chinese films and plays, and give a full-length speech in Chinese. 

Advanced 6 – C2 (CEF)


Test takers can easily comprehend written and spoken information in Chinese and can effectively express themselves in Chinese, both orally and on paper.

ICLTS Results

Results slip will be issued directly by IATCSOL head office to all respective testing centers within 30 days upon examination.

Endorsement & Recognition

TCSOL stands for Teachers of Chinese to Speakers of Other Languages. Although the other titles for a Chinese teacher may be TCFL (Teaching Chinese as a Foreign Language) or TCSL (Teaching Chinese as a Second Language), TCSOL is internationally the most frequently used term for the Chinese teaching field. TCSOL is tranlated into 国际汉语教师 in Chinese. TCSOL is a high-need teachers around the world.The most professional organisation for TCSOL in the world is IATCSOL(全球汉教总会), International Association for Teachers of Chinese to Speakers of Other Languages.

TCSOL System

  • Recognition & Accreditation
  • Teaching Awards
  • Department of Qualification Support
  • TCSOL System

IATCSOL has designed five(5) types of certifications based on different programs and levels. They are awarded upon fully completion of our programs with the requirements of written tests and teaching demonstrations. The three cerfications are:

  1. Certificate in Teaching Chinese as a Foreign Language (TCFL)
  2. Certificate in Teaching Chinese for Business Purposes (TCBP)
  3. Certificate in Teaching Chinese to Young Learners (TCYL)
  4. Certificate in Teaching Chinese Culture (CTTC)
  5. Chinese Teachers Trainers Program (CTTP)

The Standards of TCSOL Certified Teachers provides a detailed picture of accomplished Chinese Language/Literacy teaching. The Standards have been developed by the TCSOL Standards Council led by professors from appointed universities and is supported by The Chinese Language Education Association (CLEA) in Taiwan.

Guidelines on Standards of TCSOL Certified Teachers are provided to all TCSOL approved training centers. Non-members interested in reading this material are advised to contact us directly. The standards are based on two principles:

  • Professional standards only have validity when grounded in teachers own knowledge, experience, skills and values;
  • Teachers knowledge, experience, skills and values are, in important respects, discipline-specific. For example, the depth of knowledge and the range of skills an Chinese or Literacy teacher needs in order to teach well are different from the knowledge and skills required to teach Physics or Physical Education.
  • Recognition & Accreditation

Education Development International (EDI)

UK EDI is an accredited Awarding Body and leading international education company with a wide range of products and services including vocational and professional qualifications both within the UK and internationally through LCCI, Goal online assessments for schools, approved training programmes for employers, an electronic assessment delivery system, electronic portfolio package and specialist business broadband service.

The International Association for Teachers of Chinese to Speakers of Other Languages, more popularly known as IATCSOL is a voluntary, non-profit organization, which was officially formed in 2005. Its stated constitutional aim is to promote Chinese language teaching worldwide through its approved training centers.

IATCSOL grew out of two earlier organizations – The Chinese Language Education Association (CLEA) and The Chinese Language Teaching Committee (CLTC) in Taiwan where a group of Chinese Teaching Professors were deeply driven by their passion in promoting Chinese Language Teaching. The idea to form an organization was first mooted in the 2005 by the steering committee and since then the organization has not looked back.

IATCSOL went international in 2006 when its first chapter was launched in Taiwan. Since then it has launched working committees and approved training centers in Beijing, Shanghai, Guangzhou in China followed by UK, Brazil, Australia, Europe and Central America. The aim of setting up chapters is to ensure that IATCSOL meet the needs of the varied Chinese language teaching situations and to fulfill its aspiration to be a truly professional Chinese language teaching association.
IATCSOL has trained more than 7000 members (or namely TCSOL graduates) from all over the world, most of whom are experienced and practicing teachers of Chinese under the same guided methodology. Our members are involved in Chinese language education in some ways and therefore, range from pre-school teachers to university academics. Our membership also includes professors and academic staff from renowned universities whose involvement in Chinese language education is an active interest in their field of professional development.

IATCSOL published its 1st in-class training course books in May 2008, being the first recognized course books to be used in all TCSOL training classes. It is currently under a revised edition for 3rd publication.

IATCSOL has authorized to form International Han Institute (IHI) as its worldwide network schools to offer Chinese language courses and teachers training programs. IHI operates its headquarters in Taipei, Taiwan and the first school was open in Brisbane, Australia following by schools in Toronto, Canada by end of 2009.

The general aim of the TCSOL conferences is to help bring teachers together allowing them to share experiences, acquaint them with current thinking in TCFL, introduce the CLT community to all CSL/CFL professionals.

The International Association for Teachers of Chinese to Speakers of Other Languages, more popularly known as IATCSOL is a voluntary, non-profit organization, which was officially formed in 2005. Its stated constitutional aim is to promote Chinese language teaching worldwide through its approved training centers. IATCSOL grew out of two earlier organizations – The Chinese Language Education Association (CLEA) and The Chinese Language Teaching Committee (CLTC) in Taiwan where a group of Chinese Teaching Professors were deeply driven by their passion in promoting Chinese Language Teaching. The idea to form an organization was first mooted in the 2005 by the steering committee and since then the organization has not looked back.

IATCSOL went international in 2006 when its first chapter was launched in Taiwan. Since then it has launched working committees and approved training centers in Beijing, Shanghai, Guangzhou in China followed by UK, Brazil, Australia, Europe and Central America. The aim of setting up chapters is to ensure that IATCSOL meet the needs of the varied Chinese language teaching situations and to fulfill its aspiration to be a truly professional Chinese language teaching association.

IATCSOL has trained more than 7000 members (or namely TCSOL graduates) from all over the world, most of whom are experienced and practicing teachers of Chinese under the same guided methodology. Our members are involved in Chinese language education in some ways and therefore, range from pre-school teachers to university academics. Our membership also includes professors and academic staff from renowned universities whose involvement in Chinese language education is an active interest in their field of professional development.

IATCSOL published its 1st in-class training course books in May 2008, being the first recognized course books to be used in all TCSOL training classes. It is currently under a revised edition for 3rd publication.

IATCSOL has authorized to form International Han Institute (IHI) as its worldwide network schools to offer Chinese language courses and teachers training programs. IHI operates its headquarters in Taipei, Taiwan and the first school was open in Brisbane, Australia following by schools in Toronto, Canada by end of 2009.

The general aim of the TCSOL conferences is to help bring teachers together allowing them to share experiences, acquaint them with current thinking in TCFL, introduce the CLT community to all CSL/CFL professionals.

  • 中国经济崛起,全球看好中国,世界范围掀起汉语学习热潮;
  • 国家统计数据,2010年底全球汉语学习人数将达到1亿,届时需要500万汉语教师;
  • 中国国家汉办一直致力于全球孔子学院的建设和汉语教师志愿者的选派工作,满足全球汉语学习需求;
  • 国家汉办号召全社会联手致力汉语国际推广,鼓励民营力量参与汉语和文化推广的伟大事业。
年份  
2005年 全球汉教总会在美国德拉瓦州成立;同年,全球汉教总会国际汉语教师课程取得英国职业教育认证局认证;总会注册英文名:International Association for Teacher of Chinese to Speakers of Other Languages, 缩写为:IATCSOL。
2005年 根据全美外语教师理事会外语教师标准制订“全球汉教总会国际汉语教师标准”。
2006年 全球汉教总会在台湾启动师资培训,截至2009年10月底,台湾已有6300多位国际汉语教师毕业生。
2007年3月 全球汉教总会与上海外国语大学合作开设中国大陆第一个国际汉语教师资格认证班。
2007年8月 上海已经有29期500多名毕业生。
2009年10月 全球汉教总会第一届国际年会在深圳召开。
2007年9月 全球汉教总会委内瑞拉授权培训点启动。
2007年10月 全球汉教总会北京授权培训点启动。
2008年3月 全球汉教总会广州授权培训点启动。
2008年3月15日 上海授权研修中心举行第一届联合毕业典礼。
2008年5月 启用全球汉教总会师资培训核心教材;同月,根据上海市民政局要求,取消全球汉教总会“上海分会”称谓,改称全球汉教总会“上海授权培训点”。
2008年 全球汉教总会下属“汉华国际中文学院”总校在台湾省成立,即刻以加盟方式推广至全球,主要工作为汉语教学、文化交流和汉语师资培养。
2008年10月 全球汉教总会澳大利亚布里斯班授权培训点启动,国家外交部驻布里斯班总领事王福康亲临开学典礼祝贺。
2008年12月 全球汉教总会通过中国人事部下属全国人才流动中心审核,获得认可,自此,所有全球汉教总会的TCSOL毕业生,都可在中国国家人才网专业人才库入库备案,获得专业人才卡和人才库入库备案表,归档入人事档案。
2009年1月 全球汉教总会的国际汉语教师资格课程获得英国国家职业资格认证机构-EDI的认可,所有毕业生都将获得EDI颁发的汉语教师资格证书TCFL,该证书为英国国家职业资格四级资格证书,通行欧盟和英联邦国家,在全球100多国家地区得到认可。
2009年3月 全球汉教总会授权的大陆合作协调管理中心启动海外就业工程,每月提供出国机会若干。获得认证的毕业生都可申请参与汉语教师外派,通过曙海学校的合作伙伴接受选拔外派;首批工作签证集中在日本、韩国和新加坡、马来西亚、泰国等东南亚国家。 
2009年4月 全球汉教总会香港授权培训点开班。
2009年6月 汉华国际中文学院香港分院正式成立。
2009年6月20日 全球汉教总会在线教学平台建设完毕。
2009年8月 全球汉教总会在中国大陆形成强大的汉语教师培养联盟,联盟成员有上海外国语大学贤达学院、四川外语学院英语学院、新东方教育集团、华南师范大学国交院等著名大学和教育机构。 
2009年9月 在继英国国家职业资格认证之后,全球汉教总会又取得英国、美国、欧洲三家认证机构联合认证,颁发给毕业生“英美欧”联合认证的“国际汉语教师”认证,再次将总会的认证力度加强,为总会的毕业生赢得了了更广泛的国际认可。
2009年12月 汉华国际中文学院在线汉语教学系统正式启动,全球汉教总会毕业生即可在家就业,网上远程教学。
2010年1月 全球汉教总会启动“国际汉语教师ID卡”工程,为海外工作的国际汉语教师颁授随身携带的汉语教师证书。
2010年4月 上海爱马德中文学校(国内最早最大的汉语学校之一)加盟全球汉教总会,开展TCSOL国际汉语教师培训。
2010年5月 全国第二大新东方分校--武汉新东方学校加盟全球汉教总会,开展TCSOL国际汉语师资培训。
2010年11月 长春新东方学校获得授权成为TCSOL培训单位,开展国际汉语教师培训。
2011年5月 全球汉教总会大陆管理中心启动“十条道路通全球”计划,切实为TCSOL老师的国际发展拓展道路。
2012年1月 全球汉教总会“国学教育学院”正式成立。
2012年 环球雅思学校获得授权称为TCSOL培训中心。
2013年 全球汉教总会启动全球优良汉语学校认证计划(QMS, Quality Mandarin School)

Why ICLTS?

ICLTS results should serve the following purposes:

  • A reference guide for educational institutions during admission ;
  • A reference guide for employers during recruitment, training purposes and promotion;
  • An assessment that encourages improvement in learning;
  • An assessment for Chinese language centers and schools to evaluate training results.

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