Value your students' bilingualism? Nurture them through development of school-based registers

Bibliographic Data

ID11438569
AuthorsMary J Schleppegrell (0000-0002-3631-420X, University of Michigan, corresponding author)
Year2024
Pages1-12
Publication date2024-02-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguage Teaching (JOURNAL)
Journal identifiersISSN: 0261-4448 • E-ISSN: 1475-3049
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0261444823000459
OpenAlexW4391752335
LanguageEN
Citations received2
References cited21

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)

First language · Foreign language · Linguistics · Mathematics education · Neuroscience of multilingualism · Pedagogy · Receptionists · Sociology · Value (mathematics · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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