TED英語(yǔ)演講：如何激發(fā)每個(gè)孩子成為終生閱讀者
根據(jù)美國(guó)教育部統(tǒng)計(jì)，超過(guò)85%的四年級(jí)黑人男孩不擅長(zhǎng)閱讀。我們應(yīng)該創(chuàng)造怎樣的閱讀體驗(yàn)來(lái)確保所有孩子能夠良好地閱讀?在這個(gè)促使大家重新思考我們?nèi)绾谓淌陂喿x的演講中，教育家兼作家艾文·爾比解釋了許多黑人男孩面臨的閱讀挑戰(zhàn)，并向我們講述了有文化能力的教育者如何幫助所有孩子認(rèn)同他們自己是閱讀者。下面是小編為大家收集關(guān)于TED英語(yǔ)演講：如何激發(fā)每個(gè)孩子成為終生閱讀者，歡迎借鑒參考。
How to inspire every child to be a lifelong reader
演講者：Alvin Irby
中英對(duì)照翻譯
As an elementary school teacher, my mom did everything she could to ensure I had good reading skills. This usually consisted of weekend reading lessons at our kitchen table while my friends played outside. My reading ability improved, but these forced reading lessons didn't exactly inspire a love of reading.
作為一名小學(xué)教師，我母親竭盡所能以確保我有良好的閱讀能力。她通常在周末時(shí)在餐桌前教我閱讀，而此時(shí)我的朋友們?cè)谕馔嫠?。我的閱讀能力提高了，但這種強(qiáng)迫式的閱讀教學(xué)并沒(méi)有激發(fā)我對(duì)閱讀的熱愛(ài)。
High school changed everything. In 10th grade, my regular English class read short stories and did spelling tests. Out of sheer boredom, I asked to be switched into another class. The next semester,I joined advanced English.
到高中時(shí)，這一切改變了。在十年級(jí)時(shí)，我的常規(guī)英文課要求閱讀短篇故事和測(cè)試拼寫。因?yàn)楦杏X(jué)實(shí)在無(wú)聊，我要求轉(zhuǎn)去另一門課。在下一個(gè)學(xué)期，我加入了高階英語(yǔ)課。
We read two novels and wrote two book reports that semester. The drastic difference and rigor between these two English classes angered me and spurred questions like, "Where did all these white people come from?"
那學(xué)期，我們要讀兩本小說(shuō)并寫兩篇讀書報(bào)告。這兩門英語(yǔ)課之間的巨大差異和嚴(yán)格程度讓我很生氣也引發(fā)了像這樣的問(wèn)題，“這些白人是從哪來(lái)的?”
My high school was over 70 percent black and Latino, but this advanced English class had white students everywhere. This personal encounter with institutionalized racism altered my relationship with reading forever. I learned that I couldn't depend on a school, a teacher or curriculum to teach me what I needed to know. And more out of like, rebellion, than being in tell ectual, I decided I would no longer allow other people to dictate when and what I read. And without realizing it, I had stumbled upon a key to helping children read. Identity.
黑裔和拉丁美洲裔學(xué)生在我的高中占學(xué)生總數(shù)的70%，但這門高階英語(yǔ)課上遍布著白人學(xué)生這樣的制度化種族主義的個(gè)人遭遇永久地改變了我與閱讀的關(guān)系。我發(fā)現(xiàn)我不能依賴于一個(gè)學(xué)校，一位老師或課程來(lái)教我那些我需要知道的。主要因?yàn)榕涯妫抢碇?，我決定我再也不會(huì)讓其他人來(lái)決定我應(yīng)該在何時(shí)閱讀以及閱讀什么。我已偶然發(fā)現(xiàn)了一把幫助孩子閱讀的鑰匙，雖然我當(dāng)時(shí)并沒(méi)有意識(shí)到這一點(diǎn)。那就是認(rèn)同。
Instead of fixating on skills and moving students from one reading level to another, or forcing struggling readers to memorize lists of unfamiliar words, we should be asking ourselves this question: How can we inspire children to identify as readers?
不應(yīng)只專注于技能和將學(xué)生從一個(gè)閱讀級(jí)別升到下一級(jí)，或逼迫閱讀有困難的學(xué)生去記憶不熟悉的字列，我們應(yīng)當(dāng)問(wèn)我們自己這個(gè)問(wèn)題：我們?nèi)绾螁l(fā)孩子們認(rèn)同自己是閱讀者?
DeSean, a brilliant first-grader I taught in the Bronx, he helped me understand how identity shapes learning. One day during math, I walk up to DeSean, and I say, "DeSean, you're a great mathematician." He looks at me and responds, "I'm not a mathematician, I'm a math genius!"
迪翔，一位我在布朗克斯區(qū)教過(guò)的聰明的一年級(jí)學(xué)生，他幫助我懂得了認(rèn)同感如何塑造學(xué)習(xí)行為。有一天在數(shù)學(xué)課上，我走向迪翔，說(shuō)，”迪翔，你是個(gè)很棒的數(shù)學(xué)家。“他看著我回答說(shuō)，”我不是個(gè)數(shù)學(xué)家，我是個(gè)數(shù)學(xué)天才!“
OK DeSean, right? Reading? Completely different story. "Mr. Irby, I can't read. I'm never going to learn toread," he would say. I taught DeSean to read, but there are count less black boys who remain trapped in illiteracy. According to the US Department of Education, more than 85 percent of black male fourth graders are not proficientin reading.
好吧，迪翔，是吧?閱讀呢?情形完全不同。他說(shuō)：“爾比先生，我不會(huì)閱讀。我永遠(yuǎn)也學(xué)不會(huì)閱讀。"我教會(huì)了迪翔去閱讀，但有無(wú)數(shù)黑人男孩們?nèi)匀皇俏拿ぁ８鶕?jù)美國(guó)教育部統(tǒng)計(jì)，超過(guò)85%的四年級(jí)黑人學(xué)生不擅長(zhǎng)閱讀。
85 percent! The more challenges to reading children face, the more culturally competent educators need to be. Moonlighting as a stand-up comedianfor the past eight years, I understand the importance of cultural competency,which I define as the ability to translate what you want someone else to knowor be able to do into communication or experiences that they find relevant andengaging.
85%!孩子們面對(duì)的閱讀挑戰(zhàn)越多，教育者們所需要的文化能力越高。在過(guò)去八年兼職做喜劇演員時(shí)，我了解到文化能力的重要性，我認(rèn)為這種能力可以把你想要?jiǎng)e人知道或能夠做到的，翻譯成他們認(rèn)為與之有關(guān)且愿意參與的交流或體驗(yàn)。
Before going on stage, I assess an audience. Are they white, are they Latino? Are they old, young, professional, conservative? Then I curate and modify my jokes based on what I think would generate the most laughter. Whileperforming in a church, I could tell bar jokes. But that might not result inlaughter.
在上臺(tái)之前，我會(huì)評(píng)估觀眾。他們是白人?拉丁美洲人?他們年長(zhǎng)、年輕、專業(yè)、還是保守?然后我會(huì)策劃和修改我的笑話依據(jù)我對(duì)怎樣能引發(fā)更多笑聲的考量。我在教堂表演時(shí)可以說(shuō)個(gè)酒吧笑話。但可能根本沒(méi)人會(huì)笑。
As a society, we're creating reading experiences for children that are the equivalent of telling bar jokes in achurch. And then we wonder why so many children don't read. Educator and philosopher Paulo Freire believed that teaching and learning should be two-way.Students shouldn't be viewed as empty buckets to be filled with facts but as cocreators of knowledge.
在社會(huì)環(huán)境中，我們?yōu)楹⒆觽儎?chuàng)造閱讀體驗(yàn)就像是在教堂里講酒吧笑話。然后我們納悶為什么這么多孩子不閱讀。教育家兼哲學(xué)家保羅·弗萊雷相信教和學(xué)應(yīng)該是雙向的。學(xué)生們不應(yīng)被看作是需要被填滿事實(shí)的空桶，而應(yīng)是知識(shí)的共同創(chuàng)作者。
Cookie-cutter curriculums and school policies that require students to sit statue-still or to work in complete silence -- these environments often exclude the individual learning needs, theinterest and expertise of children. Especially black boys.
一刀切的課程和學(xué)校政策要求學(xué)生端坐或保持安靜——這些環(huán)境通常抑制了孩子們的個(gè)體學(xué)習(xí)需求、興趣和專長(zhǎng)。尤其是黑人男孩們。
Many of the children's books promoted to black boys focus on serious topics, like slavery, civil rights and biographies.Less than two percent of teachers in the United States are black males. And a majority of black boys are raised by single mothers. There are literally young black boys who have never seen a black man reading. Or never had a black manencourage him to read. What cultural factors, what social cues are present thatwould lead a young black boy to conclude that reading is even something he should do?
很多給黑人男孩的兒童書籍都聚焦在諸如奴隸制、公民權(quán)利和傳記這樣的嚴(yán)肅主題。黑人男性在美國(guó)教師中占比不到2%。大多數(shù)黑人男孩由單親母親撫養(yǎng)。甚至還有黑人男孩從來(lái)沒(méi)見(jiàn)過(guò)一個(gè)黑人男性閱讀。或從來(lái)沒(méi)有被一個(gè)黑人男性去鼓勵(lì)閱讀。有什么文化因素、社會(huì)誘因來(lái)使得一個(gè)黑人男孩覺(jué)得閱讀是一件他應(yīng)該做的事?
This is why I created Barbershop Books.It's a literacy non profit that creates child-friendly reading spaces in barbershops. The mission is simple: to help young black boys identify as readers.Lots of black boys go to the barber shop once or twice a month.
這是為什么我創(chuàng)立了理發(fā)店書籍(BarbershopBooks)。這是一個(gè)掃盲的非營(yíng)利組織旨在理發(fā)店里創(chuàng)造對(duì)孩子們友好的閱讀空間。使命很簡(jiǎn)單：就是幫助年少的黑人男孩認(rèn)同自己是閱讀者。很多黑人男孩每月去理發(fā)店一兩次。
Some see their barbers more than they see their fathers. Barbershop Books connects reading toa male-centered space and involves black men and boys' early reading experiences. This identity-based reading program uses a curated list ofchildren's books recommended by black boys. These are the books that they actually want to read.
有些孩子見(jiàn)到理發(fā)師的次數(shù)比見(jiàn)到他們父親的次數(shù)還多。理發(fā)店連接著閱讀和以男性為主導(dǎo)的空間并讓黑人男性參與到男孩早期閱讀體驗(yàn)中。這個(gè)基于認(rèn)同的閱讀計(jì)劃使用由黑人男孩推薦的兒童書籍清單。這些是他們想要去讀的書。
Scholastic's 2016 Kids and Family Report found that the number one thing children look for when choosing a book is abook that will make them laugh. So if we're serious about helping black boysand other children to read when it's not required, we need to incorporate relevant male reading models into early literacy and exchange some of thechildren's books that adults love so much for funny, silly or even gross books,like "Gross Greg".
學(xué)者出版社(Scholastic)2016年的兒童與家庭報(bào)告發(fā)現(xiàn)孩子們?cè)谶x書時(shí)首先會(huì)找讓他們發(fā)笑的書。所以如果我們真要幫助黑人男孩和其他孩子去主動(dòng)閱讀，而不是強(qiáng)迫閱讀時(shí)，我們需要將相關(guān)的男性閱讀模型融入到早期識(shí)字學(xué)習(xí)中。有些兒童書籍成人們也非常喜歡那些有趣、愚蠢、甚至惡心的書，像《惡心的格雷》(GrossGreg)(笑聲)
"You call them boogers. Greg callsthem delicious little sugars."
”你稱它為鼻屎。格雷稱它為美味的小糖。“
That laugh, that positive reaction or grossreaction some of you just had,black boys deserve and desperately needmore of that.
那些笑聲、正面的反應(yīng)或你們有些人覺(jué)得惡心的反應(yīng)，(笑聲)
Dismantling the savage inequalities thatplague American education requires us to create reading experiences thatinspire all children to say three words: I'm a reader.
黑人男孩應(yīng)該有，并迫切需要更多。消除困擾著美國(guó)教育的野蠻不平等。需要我們創(chuàng)造閱讀體驗(yàn)來(lái)激發(fā)所有孩子們說(shuō)出這些詞：我是閱讀者。
Thank you.(Applause)
謝謝。(掌聲)
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