Abstract: This study focuses on the construction of a Chinese knowledge framework of China’s foreign language education studies, exploring its intrinsic logic and interactive relationships from disciplinary, academic, and discursive perspectives. The study reveals that the construction of the disciplinary system should prioritize local practices of foreign language education, overcoming the limitations of concept borrowing and theoretical dependence, and establishing a knowledge framework tailored to the realities of China’s foreign language education. The development of the academic system requires innovation in research methods and paradigms, striving for a deep integration of Chinese characteristics and internationalization. Meanwhile, the refinement of the discourse system necessitates effective two-way interaction in international academic dialogues, not only displaying the unique value of China’s foreign language education but also integrating into the global theoretical context. This study provides important insights into the theoretical construction and practical pathways for building a Chinese knowledge framework of foreign language education studies.