As a language teacher, teacher educator, and researcher over the past 40 years, my interests have been centered in classrooms where students are learning something else while also learning language. In the 1980s, as an English as a Foreign Language (EFL) teacher, my students were learning ‘English for specific purposes,’ where they brought knowledge from their fields, working as economists, in business or tourism, or as drivers and receptionists, and I saw how language teaching needed to focus on the language and discourse patterns that would be most relevant to the ways they would use English in their professional roles. In the 1990s, as a teacher educator and director of a university English as a Second Language (ESL) writing program, I saw how students' academic writing goals needed to be foregrounded. In the last 20 years, as a researcher in elementary and secondary schools, I engaged with, but also saw, shortcomings in ‘content-based’ language teaching (e.g., Moore & Schleppegrell, 2020; Schleppegrell, 2007, 2016, 2020; Schleppegrell et al., 2004).

中文翻译：

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重视学生的双语能力吗？通过发展校本名册来培养他们！

作为一名语言教师、教师教育者和研究员，在过去 40 年里，我的兴趣一直集中在课堂上，学生在课堂上可以在学习语言的同时学习其他东西。在 20 世纪 80 年代，作为一名英语作为外语 (EFL) 教师，我的学生正在学习“特定目的英语”，他们从自己的领域带来知识，担任经济学家、商业或旅游业，或者担任司机和接待员，我看到语言教学需要关注与他们在专业角色中使用英语的方式最相关的语言和话语模式。在 20 世纪 90 年代，作为一名教师教育家和大学英语作为第二语言 (ESL) 写作项目的主任，我看到了如何突出学生的学术写作目标。在过去的 20 年里，作为一名中小学研究者，我参与了“基于内容”的语言教学，但也看到了其缺点（例如，Moore & Schleppegrell，2020；Schleppegrell，2007、2016、2020；Schleppegrell）等，2004）。