There has been a significant growth in the field of Chinese language education, which has necessitated to examine the current state of key research contributions of the Chinese language in teaching methodologies, learning processes, and textbook development. This bibliometric study maps literature on Chinese language teaching, learning, and textbook compilation using metadata extracted from 4,647 journal articles indexed in the Web of Science database for the period 1975-2024. Making use of bibliometric procedures, this study collected the available literature in terms of growth trajectory, productivity, and social, intellectual, and conceptual structures of the field over the past 49 years. The findings reveal that five research themes have dominated during the study period, viz., Teaching Chinese Practices and Methodology, Sociocultural Aspects of Chinese Language Learning, Cognitive Aspects of Chinese Language Acquisition, Chinese Language Policy and Planning, and Chinese Language Learning. These research areas, primarily interdisciplinary in nature, represent the convergence of fields of Education, Linguistics, Psychology, and Asian Studies. Research in these fields has shown steady growth in recent decades, particularly since 2015. The researchers belonged to diverse geographical backgrounds, with China and the USA as leading contributors, it is hoped these findings will contribute to the further development and reconceptualization of the research subject and open up perspectives for identifying new directions and methodological approaches in the study of Chinese language teaching and learning in academic environments. Future research is recommended to be expanded by including alternative databases (Scopus, ERIC), integrating regional sources from Asian countries (CNKI), and applying mixed research methods to identify common trends and unique characteristics in the field of Chinese language teaching.