關鍵詞（Keyword）：TED演講，閱讀，溝通，認同，終生受益
演講簡介：
終身學習（LifelongLearning）是指社會每個成員為適應社會發展和實現個體發展的需要，貫穿於人的一生的，持續的學習過程。而終身學習離不開終身閱讀，新時期人們必須更新知識觀念，以獲得新的適應力。對於孩子這更為重要。你是否更希望聽到他們說：“我是閱讀者”，而不是逼迫他們閱讀，強迫他們記憶她們不熟悉的單詞。聽著名教育家，作家，企業家Alvin Irby教我們如何啟發孩子們認同自己是閱讀者？應該創造怎樣的閱讀體驗，來確保所有孩子能夠良好地閱讀？一起攻克許多小孩面臨的閱讀挑戰。
TED演講：如何激發孩子成為終生閱讀者（中英字幕版）
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試試演講者：Alvin Irby | TED Residency
主 題：How to inspire every child to be a lifelong reader
整 理：tedtalking
雙語演講稿：
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。 她通常在週末時在餐桌前教我閱讀， 而此時我的朋友們在外玩耍。 我的閱讀能力提高了， 但這種強迫式的閱讀教學 並沒有激發我對閱讀的熱愛。
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 閱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。
(Laughter)
（笑聲）
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，我們要讀兩本小說 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？”
(Laughter)
（笑聲）
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 intellectual, 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著白人學生 這樣的制度化種族主義的個人遭遇 永久地改變了我與閱讀的關係。 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 我應該在何時閱讀以及閱讀什麼。 我已偶然發現了一把幫助孩子閱讀的鑰匙， 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 和將學生從一個閱讀級別 升到下一級， 或逼迫閱讀有困難的學生 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，說， ”迪翔，你是個很棒的數學家。“ 他看著我回答說， ”我不是個數學家， 我是個數學天才！“
(Laughter)
（笑聲）
OK DeSean, right? Reading? Completely different story. "Mr. Irby, I can't read. I'm never going to learn to read," he would say. I taught DeSean to read, but there are countless 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 proficient in reading. 85 percent! The more challenges to reading children face, the more culturally competent educators need to be. Moonlighting as a stand-up comedian for 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 know or be able to do into communication or experiences that they find relevant and engaging. 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. While performing in a church, I could tell bar jokes. But that might not result in laughter.
好吧，迪翔，是吧？ 閱讀呢？ 情形完全不同。 他說：“爾比先生，我不會閱讀。 我永遠也學不會閱讀。" 我教會了迪翔去閱讀， 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 不擅長閱讀。 85%！ 孩子們面對的閱讀挑戰越多， 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。 在上臺之前，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說個酒吧笑話。 但可能根本沒人會笑。
(Laughter)
（笑聲）
As a society, we're creating reading experiences for children that are the equivalent of telling bar jokes in a church. 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.
在社會環境中， 我們為孩子們創造閱讀體驗 就像是在教堂裡講酒吧笑話。 然後我們納悶 為什麼這麼多孩子不閱讀。 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, the interest 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 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 man encourage him to read. What cultural factors, what social cues are present that would 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閱讀。 或從來沒有被一個黑人男性 去鼓勵閱讀。 有什麼文化因素、社會誘因 來使得一個黑人男孩覺得 閱讀是一件他應該做的事？
This is why I created Barbershop Books. It's a literacy nonprofit that creates child-friendly reading spaces in barber shops. 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. Some see their barbers more than they see their fathers. Barbershop Books connects reading to a male-centered space and involves black men and boys' early reading experiences. This identity-based reading program uses a curated list of children's books recommended by black boys. These are the books that they actually want to read.
這是為什麼我創立了理髮店書籍 （Barbershop Books）。 這是一個掃盲的非營利組織 旨在理髮店裡 創造對孩子們友好的閱讀空間。 使命很簡單： 就是幫助年少的黑人男孩 認同自己是閱讀者。 很多黑人男孩每月去理髮店一兩次。 有些孩子見到理髮師的次數 比見到他們父親的次數還多。 理髮店連接著閱讀 和以男性為主導的空間 並讓黑人男性參與到 男孩早期閱讀體驗中。 這個基於認同的閱讀計劃 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 2016 Kids and Family Report found that the number one thing children look for when choosing a book is a book that will make them laugh. So if we're serious about helping black boys and other children to read when it's not required, we need to incorporate relevant male reading models into early literacy and exchange some of the children's books that adults love so much for funny, silly or even gross books, like "Gross Greg".
學者出版社（Scholastic） 2016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閱讀， 而不是強迫閱讀時， 我們需要將相關的男性閱讀模型 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》（Gross Greg）
(Laughter)
（笑聲）
"You call them boogers. Greg calls them delicious little sugars."
”你稱它為鼻屎。 格雷稱它為美味的小糖。“
(Laughter)
（笑聲）
That laugh, that positive reaction or gross reaction some of you just had,
那些笑聲、正面的反應或你們有些人覺得噁心的反應，
(Laughter)
（笑聲）
black boys deserve and desperately need more of that.
黑人男孩應該有，並迫切需要更多。
Dismantling the savage inequalities that plague American education requires us to create reading experiences that inspire all children to say three words: I'm a reader.
消除困擾著美國教育的野蠻不平等需要我們創造閱讀體驗 來激發所有孩子們說出這些詞： 我是閱讀者。
Thank you!
謝謝。
(Applaud)
（掌聲）
傳播有價值的思想和觀點！
我相信這些新觀點和有價值思想將讓我們的人生大不同！
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