Background and Aim: Literary texts are increasingly featured in intermediate and advanced Chinese as a Foreign Language (CFL) textbooks, where they serve dual functions: as cultural bridges and as linguistic scaffolds. However, their pedagogical integration remains uneven and under-theorized. Despite their potential to promote intercultural competence and advanced language skills, current textbook practices often present literature as static heritage rather than scaffolded discourse, resulting in learning challenges for international students. Materials and Methods: To address this gap, this study evaluates 38 literary texts from eight internationally circulated CFL textbooks. A triadic analytical model is proposed, comprising the Cultural Symbolism Index (CSI), Linguistic Scaffolding Density (LSD), and Interpretive Openness Score (IOS). Each text was analyzed for symbolic density, instructional support, and interpretive flexibility, using both quantitative scoring and qualitative coding via NVivo software. Results: The findings reveal three key tensions: (1) high-symbolism texts are disproportionately positioned in early units without adequate framing, overwhelming learners; (2) linguistic scaffolding is inconsistently applied, with a frequent mismatch between textual complexity and learner readiness; and (3) interpretive and intercultural tasks are notably scarce, limiting learners' opportunities for symbolic reflection and cultural negotiation. Conclusion: This study repositions literary texts as dynamic, scaffolded learning interfaces and introduces a transferable diagnostic tool for evaluating textbooks. The CSI–LSD–IOS framework offers actionable insights for CFL curriculum reform aimed at promoting symbolic literacy, intercultural engagement, and advanced language proficiency in global Chinese language education.
Yuhui Zeng (2025) studied this question.