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已複製鏈結 
「中國語文課程第二語言學習架構」(NLF)是2014/15學年教育局在「中國語文課程學習進程架構（LPF）基礎上結合支援非華語學生的經驗而產生。認識「NLF」可以從兩個角度著手：「NLF」和「LPF」的關係以及「NLF」的運用。
「LPF」是「NLF」的基礎。它將「聆聽」「説話」「閲讀」「寫作」四種中文能力進展各分成8個層階並對應各學段里程碑，用於解説中文能力發展的進程。 「NLF」在保留8階的基礎上再進行層階拆解並建立遞進式聯係。以「閲讀」六階爲例[1]，两者关系可如图所示：
因而，可以運用「NLF」(1) 進行校本課程發展：明確學習目標和里程碑；(2) 拆解處理：為策展「分層策略」鋪墊;（3）提供「校内評估工具」，對學生表現進行評估。例如，對高小「閲讀理解-歸納内容要點」進行答題分析，體現「NLF」在評估學生表現方面的運用：
