Foreign language education is an important pass for the international communication of Chinese culture. Its guidelines - the language proficiency scales, represented by Chinese Proficiency Grading Standards for International Chinese Language Education (the Standards), China's Standards of English (CSE), and Common European Framework of Reference for Languages (CEFR), embody “nurturing virtues”, among others. The present comparison of the above scales in terms of values orientation, language ability construct and the structure of descriptors yielded the following results: (1) intercultural citizenship education and transnational mobility and communication are prioritized in all of the three scales. However, the scales under discussion show distinct variability in these aspects: national/country studies, the awareness and depth of transnational telecommunication; linguistic diversity, cultural diversity, and social problem concern. The Standards and the CSE present China, disseminate Chinese culture, and highlight the Chinese wisdom of language education; (2) communicative language competence foregrounds as the universal goal for the scales, and CEFR and its Companion emphasizes plurilingual, mediation, and online interaction; (3) the scale descriptors display common ground while reserving differences, with the Standards, showcasing Chinese-based innovation, augments “task topics+ quantitative linguistic indicators of the four-dimensional benchmarks”. Scale revision suggestions are finally presented as well.