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TED
英语演讲：如何激发每个孩子成为终生
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T
ED
英语演讲：如何激发每个孩子成为终生阅读者
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.
作为一名小学教师，我母亲竭尽所能以确保我有良好的阅读
能力。她通常
在周末时在餐桌前教我阅读，而此时我的朋友们在
外玩耍。我的阅读能力提高了，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.
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到高中时，这一切改变了。在十年级时，我的常规英文课要<
/p>
求阅读短篇故事和测试拼写。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,
那学期，我们要读两本小说并写两篇读书报告。这两门英语
课之
间的巨大差异和严格程度让我很生气也引发了像这样的问
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 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.
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黑裔和拉丁美洲裔学生在我的高中占学生总数的
70%
，但这门
高阶英语课上遍布着白人学生这样的
制度化种族主义的个人遭遇
永久地改变了我与阅读的关系。我发现我不能依赖于一个学校
，
一位老师或课程来教我那些我需要知道的。主要因为叛逆，而非
理智，我决定我再也不会让其他人来决定我应该在何时阅读以及
阅读什么。我已偶然发
现了一把帮助孩子阅读的钥匙，虽然我当
时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 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级别升到下一级，或
逼迫阅读有困难的
学生去记忆不熟悉的字列，我们应当问我们自
己这个问题：我们如何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. One day during math, I walk
up to DeSean, and I
say,
me
and responds,
genius!
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迪翔，
一位我在布朗克斯区教过的聪明的一年级学生，他帮
助我懂得了认同感如何塑造学习行为
。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。“他看着我回答
说，”我不是个数学家，我是个数学天才!“
OK DeSean, right? Reading? pletely
different story.
toread,
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
?
阅读呢
?
情形完全不同。他说：“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，
但有无数黑人男孩们仍然是文
盲。根据美国教育部统计，超过
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 petent educators need to be.
Moonlighting as a stand-up edianfor the
past eight years,
I understand the
importance of cultural petency,which I
define as the ability to translate what
you want someone
else to knowor be able
to do into munication or
experiences
that they find relevant andengaging.
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