M:Cyndie,you've been doing research on disciplinary lit eracy for about20years now.男：辛蒂，到现在为止，你已经研究学科素养大概20年了。
In that time,you've probably been asked just about every thing possible.在这段时间里，你可能被问到各种可能问到的问题。
What question comes up most often these days?这些天里，哪个问题是最常问的？W:That's easy.We're doing better convincing teachers t hat disciplinary literacy is worthteaching,女：这很容易。
我们在说服老师“学科素养是很值得教的”这一点上做得更好了，but they still are hesitant about their students'reactions. 但他们依然对学生的反应持犹豫的态度。
A teacher said to me recently,"I have enough trouble getting my kids to read a textboo kchapter.How would I ever motivate them to read in a di sciplinary way?"最近，有一个老师和我说：“我很难让我的学生们阅读教材的一个章节。
我怎么用学科的方式来激励他们呢？”M:Is that a real question or is it just a mask for teacher r esistance?男：这是一个真实的问题还是教师抗拒的掩饰？W:I think it's a real question,and in fact,it's also our big gest problem,because many teachersstill don't understa nd the distinctions between content area reading and dis ciplinary literacy.女：我认为这是一个真实的问题，事实上，这也是我们最大的问题所在，因为许多老师仍然不明白内容区域阅读和学科素养的区别。
M:What is disciplinary literacy anyway?You said that's d ifferent.男：那什么是学科素养？你说那是不同的。
W:Disciplinary literacy doesn't promise to make someon e a better student.女：学科素养不会保证让一个人成为更好的学生。
It invites students to join the disciplinary field itself.它邀请学生加入学科领域。
It's a kind of invitation to join a club.它是一种加入俱乐部的邀请函。
M:Does it mean it invites students to join the"history clu b"by reading like a historian or the"science club"by read ing like a scientist.男：这是否意味着通过像历史学家一样阅读来邀请学生加入“历史俱乐部”，或是通过像科学家一样阅读来邀请学生加入“科学俱乐部”。
W:Right,but it goes beyond that.It says,"We want you to join us.We want to share withyou our c ognitive secrets,our way of thinking about the world,and how we solve problems.女：是的，但它不止这些。
它表示：“我们想让你加入我们。
我们想与你分享我们的认知秘密、我们是如何看待这个世界以及如何解决问题的。
We want to count you as one of us."In doing that,it bot h holds out the promise of affiliation,connecting with oth ers is a big motivator,我们想把你算作我们的一员。
”这样做的话，它会遵守入会的承诺，与别人联系正是一个很大的动力，and the promise of greater competency with challenging t asks--not competency in being akid or a student,而且会遵守承诺，让你拥有更强的能力来应对具有挑战性的任务——不是作为一个孩子或学生的能力，but competency in being successful with the kinds of thin gs that adults do.而是能够成功应对成年人所做事情的能力。
M:What about assessment?How do we test disciplinary literacy?男：那评估呢？我们如何测试学科素养呢？W:There aren't any standardized disciplinary reading or writing tests yet,女：目前还没有任何学科阅读或写作的标准化测试，but one can easily imagine how classroom assessments could change in the future as instruction becomes more di sciplinary in focus.但你很容易就能想象得到，随着教学更加关注学科，课堂评估在未来会发生怎样的改变。
M:Past assessments in history,literature,or science hav e aimed to find out if students hadmastered particular inf ormation.男：过去对历史、文学或科学的评估都致力于了解学生是否掌握了某个具体的信息。
Questions about content would certainly still have a plac e in disciplinary literacy sinceknowledge matters in discipl inary literacy too.关于内容的问题一定依然在学科素养里留有一席之地，因为知识在学科素养里也很重要。
But what would a more disciplinary assessment look like ?但一个更侧重于学科的评估是什么样子的？W:I think a more disciplinary assessment would seek to find out whether students areinterpreting such informatio n in a sophisticated way according to the traditions of tha t discipline.女：我认为一个更侧重于学科的评估会考查学生是否能根据该学科的传统，用更深刻的方法解释这些信息。
For example,a disciplinary test in history might ask not o nly what we know about a historicalevent,比如，一个历史学科测试可能不单单会问“我们知道一个历史事件的哪些知识”，but how we know about it--students would be questione d about the source of theinformation,the reliability of thesource,and how the information matches with informatio nfrom other sources.还会问我们是怎么知道的——学生会被问到信息的来源和可靠性，以及这个信息是如何与其他来源的信息相匹配的。
In cases where the information is contradictory,the asse ssment might ask students to determine whose account w as more credible,requiring students to weigh evidence u sing thesame kinds of criteria that historians use.如果信息是矛盾的，评估会让学生判断哪个描述是更为可信的，这要求学生用历史学家使用的判断标准来权衡证据。
M:Uhmm.That sounds interesting.男：嗯。
听起来很有趣。
W:Or a literature assessment might ask students to eng age in deeper interpretation than inthe past.女：一个文学评估可能会让学生做出比过去更为深刻的解读。
Instead of asking about the theme of a story,for exampl e,an assessment might ask studentsto determine alterna tive themes and to decide--例如，评估不会问故事的主题，而会让学生从中选择一个主题——based on text evidence--which one the author seemed most sympathetic to.基于文章中的证据——哪一个是作者最为赞同的。
In other words,it would ask the student to participate in t he reading more as a literary critic than a student.换句话说，它会让学生从文学评论家的角度来参与阅读，而不是从学生的角度。