TED英语演讲：怎样激发每个孩子成为终生阅读者

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1、TED英语演讲：怎样激发每个孩子成为终生阅读者 依据美国教育部统计，超出85%的四年级黑人男孩不擅长阅读。我们应该创造怎样的阅读体验来确保全部孩子能够良好地阅读?在这个促进大家重新思索我们怎样教授阅读的演讲中，教育家兼作家艾文尔比解释了很多黑人男孩面临的阅读挑战，并向我们讲述了有文化能力的教育者怎样帮助全部孩子认同她们自己是阅读者。下面是XX为大家搜集相关，欢迎借鉴参考。How to inspire every child to be a lifelong reader演讲者：Alvin Irby中英对照翻译As an elementary school teacher, my mom did

2、 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 didnt exactly inspire a love of reading.作为一名小学老师，我母亲竭尽所能以确保我有良好的阅读能力。她通常在周末

3、时在餐桌前教我阅读，而此时我的挚友们在外玩耍。我的阅读能力提升了，但这种强迫式的阅读教学并没有激发我对阅读的热爱。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.到高中时，这一切改变了。在十年级时，我

4、的常规英文课要求阅读短篇小说和测试拼写。因为感觉实在无聊，我要求转去另一门课。在下一个学期，我加入了高阶英语课。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?那学期，我们要读两本小说并写两篇读书汇报。这两门英语课之间的巨大差异

5、和严格程度让我很生气也引发了像这么的问题，“这些白人是从哪来的?”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 couldnt depend on a school, a teac

6、her 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.黑裔和拉丁美洲裔学生在我的高中占学生总数

7、的70%，但这门高阶英语课上遍布着白人学生这么的制度化种族主义的个人遭遇永久地改变了我和阅读的关系。我发觉我不能依靠于一个学校，一位老师或课程来教我那些我需要知道的。关键因为叛逆，而非理智，我决定我再也不会让其它人来决定我应该在何时阅读和阅读什么。我已偶然发觉了一把帮助孩子阅读的钥匙，即使我当初并没有意识到这一点。那就是认同。Instead of fixating on skills and moving students from one reading level to another, or forcing struggling readers to memorize lists of

8、unfamiliar words, we should be asking ourselves this question: How can we inspire children to identify as readers?不应只专注于技能和将学生从一个阅读等级升到下一级，或强迫阅读有困难的学生去记忆不熟悉的字列，我们应该问我们自己这个问题：我们怎样启发孩子们认同自己是阅读者?DeSean, a brilliant first-grader I taught in the Bronx, he helped me understand how identity shapes learning

9、. One day during math, I walk up to DeSean, and I say, DeSean, youre a great mathematician. He looks at me and responds, Im not a mathematician, Im a math genius!迪翔，一位我在布朗克斯区教过的聪慧的一年级学生，她帮助我知道了认同感怎样塑造学习行为。有一天在数学课上，我走向迪翔，说，”迪翔，你是个很棒的数学家。“她看着我回复说，”我不是个数学家，我是个数学天才!“OK DeSean, right? Reading? Completely

10、 different story. Mr. Irby, I cant read. Im 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 re

11、ading.好吧，迪翔，是吧?阅读呢?情形完全不一样。她说：“尔比先生，我不会阅读。我永远也学不会阅读。我教会了迪翔去阅读，但有没有数黑人男孩们仍然是文盲。依据美国教育部统计，超出85%的四年级黑人学生不擅长阅读。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 impor

12、tance 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%!孩子们面正确阅读挑战越多，教育者们所需要的文化能力越高。在过去八年兼职做喜剧演员时，我了解到文化能力的关键性，我认为这种能力能够把你想要她人知道或能够做到的，翻译成她们认为和之相关且愿意参与的交流或体验。B

13、efore 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 inlau

14、ghter.在上台之前，我会评定观众。她们是白人?拉丁美洲人?她们年长、年轻、专业、还是保守?然后我会策划和修改我的笑话依据我对怎样能引发更多笑声的考量。我在教堂演出时能够说个酒吧笑话。但可能根本没人会笑。As a society, were creating reading experiences for children that are the equivalent of telling bar jokes in achurch. And then we wonder why so many children dont read. Educator and philosopher Pau

15、lo Freire believed that teaching and learning should be shouldnt be viewed as empty buckets to be filled with facts but as cocreators of knowledge.在社会环境中，我们为孩子们创造阅读体验就像是在教堂里讲酒吧笑话。然后我们纳闷为何这么多孩子不阅读。教育家兼哲学家保罗弗莱雷相信教和学应该是双向的。学生们不应被看作是需要被填满事实的空桶，而应是知识的共同创作者。Cookie-cutter curriculums and school policies th

16、at 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.一刀切的课程和学校政策要求学生端坐或保持平静这些环境通常抑制了孩子们的个体学习需求、兴趣和专长。尤其是黑人男孩们。Many of the childrens books promoted to black

17、 boys focus on serious topics, like slavery, civil rights and 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

18、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?很多给黑人男孩的儿童书籍全部聚焦在诸如奴隶制、公民权利和传记这么的严厉专题。黑人男性在美国老师中占比不到2%。大多数黑人男孩由单亲母亲抚养。甚至还有黑人男孩一向没见过一个黑人男性阅读。或一向没有被一个黑人男性去激励阅读。有什么文化原因、社会诱因来使得一个黑人男孩认为阅读是一件她应该做的事?T

19、his is why I created Barbershop s a literacy non profit that creates child-friendly reading spaces in barbershops. The mission is simple: to help young black boys identify as of black boys go to the barber shop once or twice a month.这是为何我创立了剪发店书籍(BarbershopBooks)。这是一个扫盲的非营利组织意在剪发店里创造对孩子们友好的阅读空间。使命很简

20、单：就是帮助年少的黑人男孩认同自己是阅读者。很多黑人男孩每个月去剪发店一两次。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 ofchildrens books recommended b

21、y black boys. These are the books that they actually want to read.有些孩子见到剪发师的次数比见到她们父亲的次数还多。剪发店连接着阅读和以男性为主导的空间并让黑人男性参与到男孩早期阅读体验中。这个基于认同的阅读计划使用由黑人男孩推荐的儿童书籍清单。这些是她们想要去读的书。Scholastics 2021 Kids and Family Report found that the number one thing children look for when choosing a book is abook that will ma

22、ke them laugh. So if were serious about helping black boysand other children to read when its not required, we need to incorporate relevant male reading models into early literacy and exchange some of thechildrens books that adults love so much for funny, silly or even gross books,like Gross Greg.学者

23、出版社(Scholastic)2021年的儿童和家庭汇报发觉孩子们在选书时首先会找让她们发笑的书。所以假如我们真要帮助黑人男孩和其它孩子去主动阅读，而不是强迫阅读时，我们需要将相关的男性阅读模型融入到早期识字学习中。有些儿童书籍成大家也很喜爱那些有趣、愚蠢、甚至恶心的书，像恶心的格雷(GrossGreg)(笑声)You call them boogers. Greg callsthem delicious little sugars.”你称它为鼻屎。格雷称它为美味的小糖。“That laugh, that positive reaction or grossreaction some of y

24、ou just had,black boys deserve and desperately needmore of that.那些笑声、正面的反应或你们有些人认为恶心的反应，(笑声)Dismantling the savage inequalities thatplague American education requires us to create reading experiences thatinspire all children to say three words: Im a reader.黑人男孩应该有，并迫切需要更多。消除困扰着美国教育的野蛮不平等。需要我们创造阅读体验来激发全部孩子们说出这些词：我是阅读者。Thank you.(Applause)谢谢。(掌声)