演说者：Alvin lrby

演说题目：如何激发一个孩子成为终身的阅读者？

根据美国教育部的数据，超过85%的四年级黑人男孩不擅长阅读。我们应该创造什么样的阅读体验来确保所有的孩子都能读得好？教育家和作家Alvin解释了许多黑人儿童面临的阅读挑战，并告诉我们有文化能力的教育家如何帮助所有儿童识别为读者。

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As an elementary school teacher, mymom did everything she could to ensure I had good reading skills. Thisusually consisted of weekend reading lessons at our kitchen table while myfriends played outside. My reading ability improved, but these forcedreading 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. In10th grade, my regular English class read short stories and did spellingtests. Out of sheer boredom, I asked to be switched into anotherclass. The next semester, I joined advanced English.   

到高中时，这一切改变了。 在十年级时，我的常规英文课要求 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 bookreports that semester. The drastic difference and rigor between these twoEnglish classes angered me and spurred questions like, "Wheredid all these white people come from?"       

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 blackand Latino, but this advanced English class had white studentseverywhere. This personal encounter with institutionalizedracism altered my relationship with reading forever. I learned that Icouldn't depend on a school, a teacher or curriculum to teach me what Ineeded to know. And more out of like, rebellion, than beingintellectual, I decided I would no longer allow other people todictate when and what I read. And without realizing it, I hadstumbled 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 andmoving students from one reading level to another,or forcing struggling readersto memorize lists of unfamiliar words, we should be asking ourselves thisquestion: 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 taughtin the Bronx, he helped me understand how identity shapeslearning. One day during math, I walk up to DeSean, and Isay,"DeSean, you're a great mathematician." He looks at me andresponds, "I'm not a mathematician, I'm a math genius!"      

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? Completely different story. "Mr. Irby, Ican't read. I'm never going to learn to read," he would say. Itaught DeSean to read, but there are countless black boys who remaintrapped in illiteracy. According to the US Department ofEducation, more than 85 percent of black male fourth graders are notproficient in reading. 85 percent! The more challenges to readingchildren face, the more culturally competent educators need tobe. 

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%！ 孩子们面对的阅读挑战越多， 教育者们所需要的文化能力越高。 

Moonlighting as a stand-up comedian for the past eight years, Iunderstand the importance of cultural competency, which I define as the abilityto translate what you want someone else to know or be able to do intocommunication or experiences that they find relevant and engaging. Beforegoing on stage, I assess an audience. Are they white, are theyLatino? Are they old, young, professional, conservative? Then Icurate and modify my jokes based on what I think would generate the mostlaughter. While performing in a church, I could tell bar jokes. Butthat might not result in laughter.   

在过去八年兼职做喜剧演员时， 我了解到文化能力的重要性， 我认为这种能力可以把 你想要别人知道或能够做到的，翻译成他们认为与之有关且愿意参与的交流或体验。 在上台之前，我会评估观众。他们是白人？拉丁美洲人？ 他们年长、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。 我在教堂表演时可以说个酒吧笑话。 但可能根本没人会笑。

As a society, we're creating readingexperiences for children that are the equivalent of telling bar jokes in achurch. And then we wonder why so many children don't read. Educatorand philosopher Paulo Freire believed that teaching and learning should betwo-way. Students shouldn't be viewed as empty buckets to be filled withfacts 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 为什么这么多孩子不阅读。 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 schoolpolicies that require students to sit statue-stillor to work in completesilence -- these environments often exclude the individual learningneeds, the interest and expertise of children. Especially black boys.   

一刀切的课程和学校政策 要求学生端坐 或保持安静—— 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 children's books promoted toblack boys focus on serious topics, like slavery, civil rights andbiographies. Less than two percent of teachers in the United States areblack males. And a majority of black boys are raised by singlemothers.There are literally young black boys who have never seen a black man reading. Ornever had a black man encourage him to read. What cultural factors, whatsocial cues are present that would lead a young black boy toconclude that reading is even something he should do?        

很多给黑人男孩的儿童书籍 都聚焦在诸如奴隶制、 公民权利和传记这样的严肃主题。 黑人男性在美国教师中占比不到2%。 大多数黑人男孩由单亲母亲抚养。 甚至还有黑人男孩从来没见过一个黑人男性阅读。 或从来没有被一个黑人男性去鼓励阅读。 有什么文化因素、社会诱因 来使得一个黑人男孩觉得 阅读是一件他应该做的事？

This is why I created BarbershopBooks. It's a literacy nonprofit that creates child-friendly readingspaces in barber shops. The mission is simple: to help young blackboys identify as readers. Lots of black boys go to the barber shop once ortwice a month. Some see their barbers more than they see theirfathers. Barbershop Books connects reading to a male-centered space andinvolves black men and boys' early reading experiences. Thisidentity-based reading program uses a curated list of children's books recommendedby black boys. These are the books that they actually want to read.  这是为什么我创立了理发店书籍（Barbershop Books）。 

这是一个扫盲的非营利组织 旨在理发店里创造对孩子们友好的阅读空间。 使命很简单： 就是帮助年少的黑人男孩认同自己是阅读者。 很多黑人男孩每月去理发店一两次。 有些孩子见到理发师的次数比见到他们父亲的次数还多。 理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。 这些是他们想要去读的书。

Scholastic's 2016 Kids and FamilyReport found that the number one thing children look for when choosing abook is a book that will make them laugh. So if we're serious abouthelping black boys and other children to read when it's not required,weneed to incorporate relevant male reading models into earlyliteracy and exchange some of the children's books that adults love somuch for funny, silly or even gross books, like "Gross Greg".

学者出版社（Scholastic） 2016年的儿童与家庭报告 发现孩子们在选书时首先会找让他们发笑的书。 所以如果我们真要帮助黑人男孩和其他孩子去主动阅读， 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。 有些儿童书籍成人们也非常喜欢 那些有趣、愚蠢、甚至恶心的书，像《恶心的格雷》（Gross Greg） 

"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 orgross reaction some of you 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觉得恶心的反应， 黑人男孩应该有，并迫切需要更多。

Dismantling the savage inequalities thatplague American education requires us to create readingexperiences that inspire all children to say three words: I'm areader. Thank you.     

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 来激发所有孩子们说出这些词： 我是阅读者。 谢谢。