TED英語演講：如何激發每個孩子成為終生閲讀者

根據美國教育部統計，超過85%的四年級黑人男孩不擅長閲讀。我們應該創造怎樣的閲讀體驗來確保所有孩子能夠良好地閲讀?在這個促使大家重新思考我們如何教授閲讀的演講中，教育家兼作家艾文·爾比解釋了許多黑人男孩面臨的閲讀挑戰，並向我們講述了有文化能力的教育者如何幫助所有孩子認同他們自己是閲讀者。下面是小編為大家收集關於TED英語演講：如何激發每個孩子成為終生閲讀者，歡迎借鑑參考。

How to inspire every child to be a lifelong reader

演講者：Alvin Irby

中英對照翻譯

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.

作為一名國小教師，我母親竭盡所能以確保我有良好的閲讀能力。她通常在週末時在餐桌前教我閲讀，而此時我的朋友們在外玩耍。我的閲讀能力提高了，但這種強迫式的閲讀教學並沒有激發我對閲讀的熱愛。

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，這一切改變了。在十年級時，我的常規英文課要求閲讀短篇故事和測試拼寫。因為感覺實在無聊，我要求轉去另一門課。在下一個學期，我加入了高階英語課。

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?"

那學期，我們要讀兩本小説並寫兩篇讀書報告。這兩門英語課之間的巨大差異和嚴格程度讓我很生氣也引發了像這樣的問題，“這些白人是從哪來的?”

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生在我的高中佔學生總數的70%，但這門高階英語課上遍佈着白人學生這樣的制度化種族主義的個人遭遇永久地改變了我與閲讀的關係。我發現我不能依賴於一個學校，一位老師或課程來教我那些我需要知道的。主要因為叛逆，而非理智，我決定我再也不會讓其他人來決定我應該在何時閲讀以及閲讀什麼。我已偶然發現了一把幫助孩子閲讀的鑰匙，雖然我當時並沒有意識到這一點。那就是認同。

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?

不應只專注於技能和將學生從一個閲讀級別升到下一級，或逼迫閲讀有困難的學生去記憶不熟悉的字列，我們應當問我們自己這個問題：我們如何啟發孩子們認同自己是閲讀者?

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教過的聰明的一年級學生，他幫助我懂得了認同感如何塑造學習行為。有一天在數學課上，我走向迪翔，説，”迪翔，你是個很棒的數學家。“他看着我回答説，”我不是個數學家，我是個數學天才!“

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?閲讀呢?情形完全不同。他説：“爾比先生，我不會閲讀。我永遠也學不會閲讀。"我教會了迪翔去閲讀，但有無數黑人男孩們仍然是文盲。根據美國教育部統計，超過85%的四年級黑人學生不擅長閲讀。

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%!孩子們面對的閲讀挑戰越多，教育者們所需要的文化能力越高。在過去八年兼職做喜劇演員時，我瞭解到文化能力的重要性，我認為這種能力可以把你想要別人知道或能夠做到的，翻譯成他們認為與之有關且願意參與的交流或體驗。

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.

在上台之前，我會評估觀眾。他們是白人?拉丁美洲人?他們年長、年輕、專業、還是保守?然後我會策劃和修改我的笑話依據我對怎樣能引發更多笑聲的考量。我在教堂表演時可以説個酒吧笑話。但可能根本沒人會笑。

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 ents shouldn't be viewed as empty buckets to be filled with facts but as cocreators of knowledge.

在社會環境中，我們為孩子們創造閲讀體驗就像是在教堂裏講酒吧笑話。然後我們納悶為什麼這麼多孩子不閲讀。教育家兼哲學家保羅·弗萊雷相信教和學應該是雙向的。學生們不應被看作是需要被填滿事實的空桶，而應是知識的共同創作者。

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.

一刀切的課程和學校政策要求學生端坐或保持安靜——這些環境通常抑制了孩子們的個體學習需求、興趣和專長。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 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、公民權利和傳記這樣的嚴肅主題。黑人男性在美國教師中佔比不到2%。大多數黑人男孩由單親母親撫養。甚至還有黑人男孩從來沒見過一個黑人男性閲讀。或從來沒有被一個黑人男性去鼓勵閲讀。有什麼文化因素、社會誘因來使得一個黑人男孩覺得閲讀是一件他應該做的事?

This 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.

這是為什麼我創立了理髮店書籍(BarbershopBooks)。這是一個掃盲的非營利組織旨在理髮店裏創造對孩子們友好的閲讀空間。使命很簡單：就是幫助年少的黑人男孩認同自己是閲讀者。很多黑人男孩每月去理髮店一兩次。

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.

有些孩子見到理髮師的次數比見到他們父親的次數還多。理髮店連接着閲讀和以男性為主導的空間並讓黑人男性參與到男孩早期閲讀體驗中。這個基於認同的閲讀計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 20xx 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".

學者出版社(Scholastic)20xx年的兒童與家庭報告發現孩子們在選書時首先會找讓他們發笑的書。所以如果我們真要幫助黑人男孩和其他孩子去主動閲讀，而不是強迫閲讀時，我們需要將相關的男性閲讀模型融入到早期識字學習中。有些兒童書籍成人們也非常喜歡那些有趣、愚蠢、甚至噁心的書，像《噁心的格雷》(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、正面的反應或你們有些人覺得噁心的反應，(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.

黑人男孩應該有，並迫切需要更多。消除困擾着美國教育的野蠻不平等。需要我們創造閲讀體驗來激發所有孩子們説出這些詞：我是閲讀者。

Thank you.(Applause)

謝謝。(掌聲)