A bipartisan congressional body examining human rights and rule-of-law issues in China is urging lawmakers to dramatically expand immersion-based instruction in Mandarin and other critical languages such as Tibetan and Uygur across American high schools and universities. The recommendation appears in the latest annual report released by the Congressional-Executive Commission on China (CECC), which highlights the strategic importance of strengthening U.S. language capacity during a period of heightened geopolitical tension.

The CECC’s call comes as the federal government has reduced funding for educational and cultural exchange programs since the beginning of President Donald Trump’s second term. At the same time, lawmakers are increasingly scrutinizing China-related programs in American schools, proposing legislation that would tie federal education funding to limits on partnerships with Chinese government-affiliated organizations, including those that previously supported Mandarin teaching.

Immersion Approach Framed as a National Security Priority

While the CECC has previously advocated for improved access to Mandarin study, this year’s report goes further by explicitly recommending immersion programs—classroom models in which students learn the language through sustained exposure and daily communicative use. The commission argues that high-level proficiency cannot be achieved through traditional instruction alone, and that immersion-based experiences are necessary for developing the linguistic and cultural competence the United States lacks.

The report states that improving student access to Mandarin, as well as Tibetan and Uygur, will allow the U.S. to cultivate expertise capable of addressing challenges tied to China’s global activities. Strengthening language capacity, the commission argues, supports efforts to counter “malign” influence, protect vulnerable communities, and uphold the resilience of U.S. civic and academic institutions.

Taiwan Seen as a Model for Expanding Mandarin Access

Among the examples highlighted in the report is the U.S.–Taiwan Education Initiative, launched in 2020 to increase Mandarin learning opportunities in the United States through collaboration with Taiwan-based language providers. The CECC views this initiative as a successful template for expanding access to Mandarin instruction without reliance on China-linked organizations.

The CECC, established in 2000, is typically composed of lawmakers from both political parties and members of the executive branch. For the current cycle, however, the executive branch has not yet appointed its representatives.

Mandarin Learning in the U.S. Has Shifted Alongside Political Tensions

Many of America’s existing Mandarin immersion programs were created more than a decade ago, during the Obama administration, when the language was viewed primarily as an asset for business and global cooperation. At that time, U.S.–China relations were relatively stable, and federal support for Chinese language learning was plentiful.

Conditions today are markedly different. Public perceptions of China have grown more negative, student travel to the mainland has sharply declined, and many young Americans now view China-focused careers as risky due to restricted research access, security concerns, and political volatility.

This climate has also forced U.S. schools to reevaluate partnerships with Chinese institutions. For some districts, losing those partnerships means losing access to instructional resources and qualified teachers — a challenge for programs striving to maintain or expand immersion-based learning.

A National Security Argument for Language Capacity

Against this backdrop, the CECC frames language learning not only as an educational priority but as a matter of national capability. The report describes expanded training in Mandarin, Tibetan, and Uygur languages as a pathway to developing experts who can contribute to human rights advocacy, international diplomacy, community protections, and the safeguarding of U.S. academic environments from covert influence.

The commission’s broader report continues its long-standing critique of China’s human rights record and includes recommendations for strengthening enforcement of laws such as the Uygur Forced Labor Prevention Act, as well as calls to secure the release of unjustly detained American citizens.

Congress Responds With New Education-Related Measures

Just days before the CECC report’s release, the U.S. House of Representatives passed two bills aimed at reshaping how American public schools interact with foreign governments. One bill would prohibit K–12 schools from accepting funding or entering contracts with the Chinese government or its affiliates. Another would require school districts to inform parents of any teaching materials, curricula, or staff positions supported by foreign entities and outline how those partnerships operate.

These proposals reflect a growing focus in Washington on transparency, parental oversight, and independence in language education, even as national security officials argue for expanding U.S. capacity in Mandarin and other critical languages.