Ted英语演讲：为什么我们都该大声给孩子们朗读？
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今天是世界阅读日，分享一篇关于“儿童阅读”的演讲，大声为孩子朗读，可以帮助孩子理解故事，从而体会到书的乐趣。
Rebecca Bellingham: Why we should all be reading aloud to children
为什么我们都该大声给孩子们朗读？
15 years ago, I was a teaching artist in the New York City public schools, and one of my projects was adapting and directing a production of “Charlotte’s Web” with a group of third graders at PS 220, the Mott Haven Village School in the South Bronx. As a way to begin our work together, I read aloud the first chapter from EB White’s famous and beautiful book.
15年前，我是纽约市公立学校的一名教学艺术家，我的一个项目是与南布朗克斯(South Bronx)莫特黑文乡村学校(Mott Haven Village School)PS220小学三年级的一群学生一起改编并导演《夏洛特的网》。为了开始我们的合作，我大声朗读了EB怀特那本著名佳作的第一章。
As some of us may recall, the story begins with Fern learning that her father, Mr Arable, is off to the hoghouse to kill the runt of the litter with his axe. “Please don’t kill it,” she sobbed, “It’s unfair.”
我们中的一些人可能还记得，这个故事始于弗恩得知她的父亲阿拉贝尔先生要去猪圈用他的斧头杀死猪窝里那只最弱的小猪。她抽泣着说：“请不要杀死它，这不公平。”
Mr Arable stopped walking. “Fern,” he said gently, “you will have to learn to control yourself.”
阿拉贝尔先生停了下来。他温和地说到：“弗恩，你得学会控制自己。”
Control myself? yelled Fern; “This is a matter of life and death, and you talk about controlling myself?”
弗恩大声喊道：“控制自己？这是生死攸关的事，你还说什么要控制自己？”
Tears ran down her cheeks, and she took hold of the axe and tried to pull it out of her father’s hand.
眼泪顺着她的脸颊流了下来，她抓住斧头，想从她父亲得手机把斧头抢过来。
Well, the pig is saved, and later that morning, Fern discovers a carton on her chair at breakfast. As she approached her chair, the carton wobbled, and there was a scratching noise. Fern looked at her father, then she lifted the lid of the carton. There, inside, looking up at her was the newborn pig. It was a white one. The morning light shone through its ears, turning them pink.
嗯，小猪得救了，当天早上晚些时候，弗恩在早餐时发现她的椅子上有一个纸箱子。当她走近她的椅子时，纸箱摇晃了两下，发出一阵擦刮声。弗恩看着她的父亲，然后她掀开了纸箱。在里面，那只刚出生得小猪抬头看着它。这是一只白白嫩嫩的小猪。晨光穿过小猪的耳朵，把耳朵照成了粉红色。
He is yours, said Mr Arable, “Saved from an untimely death. And may the good Lord forgive me for this foolishness.”
阿拉贝尔先生说：“它是你的了，是你救了他，让他能免于一死。愿上帝宽恕我的愚蠢。”
Fern couldn’t take her eyes off the tiny pig “Oh!” she whispered, “Oh! Look at him! He is absolutely perfect.”
弗恩目不转睛地看着小猪，她低声说道：“哦！哦！你瞧瞧它。它绝对是只完美的小猪。”
She closed the carton carefully, for she kissed her father, then she kissed her mother, then she opened the lid again, lifted the pig out and held it against her cheek.
她小心地合上纸箱，先亲了亲她的爸爸，然后又亲了亲她的妈妈，然后又打开了盒盖，将小猪抱了出来，贴在她的脸颊上。
Well, when I finished reading the chapter, the kids lined up for lunch, and a little boy named Joey tugged at my sleeve and he said, “Miss B, I felt like I was right there. Like, I could really see that little pig. I never got inside a book before like that.”
当我读完这一章（后），在孩子们排着队吃午饭时，一个叫乔伊的小男孩拽着我的袖子说：“B小姐，我觉得我就在那里。我真的能看到那只小猪。我以前从来没有像这样沉浸在一本书中过。”
Well, I was thrilled that Joey was enjoying the story, but, to be perfectly honest, at the time, I was much more concerned with how in the world we were going to make all those farm animal costumes just using pillow cases, and whether the kids would memorize all their lines or not. They did. And we did.
我很激动，乔伊很享受这个故事，但老实说，我当时更关心的是，我们究竟要如何用枕套来制作那些农场动物的服装，还担心孩子们是否能记住所有台词。他们记住了台词，而我们也用枕套做出了戏服。
And every time I visited that classroom, the kids couldn’t wait for me to read aloud to them again. For all the kids in the audience: would you raise your hand if you really like it when teachers read aloud to you or parents read aloud to you? Or adults? Do you remember being read to? And loving it?
每次我去那个教室，孩子们都迫不及待地想让我再给他们朗读一遍。对于在听众席上的所有孩子而言：如果你真的喜欢听老师或者父母大声为你朗读，能举下手吗？或者作为大人的你，是否还记得有人念书给你听呢？你又是否很享受别人念书给你听呢？
Well, I’ve been an educator for almost 20 years. And I’ve read thousands and thousands of pages aloud. And I’ve never met a group of kids who didn’t love it, who were immune to the spell of a great book being read aloud. As a teacher and a mom, I can’t think of many things that matter as much as reading aloud to our kids. At all ages. At school and at home.
嗯，我已经做了将近20年的教育工作者了。我已经大声朗读了成千上万页书。我从来没有遇到过不喜欢听朗读的孩子，也没有遇到对大声朗读一本好书的魔力免疫的孩子。作为一名教师和一名母亲，我想不出有什么事情比给孩子们大声朗读更重要，无论什么年龄段，也无论是在学校或是在家里。
Because reading aloud gives kids a special kind of access to the transformative power of story, and the experience of what real reading is all about, which is to deeply understand, to think, to learn and discuss big ideas about the world, about the lives of others and about ourselves.
因为大声朗读给孩子们提供了一种特殊的方式，让他们接触到故事的改天换地的力量，体验到真正的阅读是一种怎样的体验，那就是深入理解、思考、学习，讨论关于这个世界、关于别人的生活以及关于我们自己的伟大想法。
So, when I think back to what Joey said to me all those years ago, “Miss B, I felt like I was right there. Like, I could really see that little pig. I never got inside a book before like that.”
因此 ，当我回想起乔伊多年前对我说的话：“B小姐，我觉得我就在那里。我真的能看到那只小猪。我以前从来没有像这样沉浸在一本书中过。”
I’m struck by this idea that reading aloud for Joey made it possible for him to get inside a book; as though before that experience he was outside. Because Joey is not alone in feeling that way. Reading for a lot of kids can feel like a locked building. Without the right key or the right code, or the right experiences, they can’t get in. They feel like they’re outside.
我被“为乔伊大声朗读使他有可能‘进入’一本书”这个想法所震撼，好像在那次经历之前，他都无法沉浸在书中。因为乔伊并不是唯一有这种感觉的人。对于很多孩子来说，阅读就像一座上了锁的大楼。没有正确的钥匙、或正确的密码，或者没有正确的体验，他们就无法被书吸引。他们觉得自己徘徊在书籍之外。
Because for some kids, dealing with the code, the tangle of letters and sounds, tricky words and vocabulary, is a more difficult process for any number of reasons. The decoding of words takes up so much brain energy, they don’t have a lot of brain space left over to actually take in the story or the meaning.
因为对于孩子来说，要处理句子的规则、字母和声音的混乱、以及棘手的单词和词汇，出于种种原因，是一个困难加倍的阅读过程。单词的解码占用了太多的大脑能量，他们没有太多的大脑空间来真正理解故事或故事的意义。
For other kids, the decoding isn’t so difficult, but it can sometimes feel like they’re just translating words across a page, like how I might do with a medical textbook or a medical journal. I could translate or decode the words, but I wouldn’t be able to understand them, or think, or talk about them. How many of us here have found ourselves halfway down a page only to realize, “I have no idea what I just read.”
对于其他的孩子来说，解码单词可能并不那么困难，但有时感觉他们只是在翻译一页纸上的文字，就像我如何处理一本医学教科书或一篇医学日志一样。我可以翻译或解码这些单词，但我无法理解它们的意思，无法思考，也无法谈论它们。我们当中有多少人发现自己书读到一半才意识到，“我不知道我刚刚读的是啥。”
When teachers and parents read aloud, we do the decoding work. We deal with the print and the tricky vocabulary and words, and we free kids to think. So they can use all their brain energy to imagine the story and learn new information. So all children listening have access to the amazing reading party happening inside the building. And we want kids to get in the building and get to the party and stay there.
当老师和家长朗读时，我们做了解码工作、我们处理了印刷和棘手的单词，我们让孩子们得以思考。所以它们可以用他们的大脑能量来想象故事，并学习新的信息。所以听书的孩子都有机会参加在大楼里举行的读书会。我们想让孩子们进入大楼，参加派对，并在那里留下来。
Even while they’re still strengthening their decoding or comprehension or vocabulary muscles in books they can read on their own. Because even when kids are reading on their own, reading aloud to them has a tremendous impact on their independent reading lives. Because when kids go back to their own books, they know that world should come alive in their brains as they read. They know that real readers pause to wonder, think, ask questions. They know that real readers let the stories affect them.
甚至随着他们的解码能力或理解能力或词汇量得到加强时，他们也可以自己阅读。因为即使孩子们自己读书，大声朗读对他们的独立阅读生活也有着巨大的影响。因为当孩子们回到他们自己所读的书时，他们知道当他们阅读的时候，（故事中）的那个世界应该在他们的大脑中变得真实起来。他们知道真正的读者会停下来思索、想象、提问。他们知道真正的读者会让故事影响他们。
Maybe even change them. Because the way that we stop and react at something that we read aloud gives us an opportunity to model compassion, to wonder aloud in a genuine way about a choice, a character or a community made. When we read aloud, we can help kids walk in the shoes of people who might be radically different from themselves.
或许甚至是改变他们。因为我们停下来对所朗读的东西做出反应的方式，给了我们一个机会去树立同情心，以真诚可靠的方式大声地对一种选择、一个角色或一群人进行思考。当我们大声朗读时，我们可以帮助孩子们设身处地地为那些可能与自己截然不同的人着想。
Or see reflections of themselves, which might make them feel less alone or more hopeful. What happens when we walk in the shoes of Kek, a young refugee from Sudan who comes to Minnesota after seeing his brother and father killed in a war? What can we learn from Auggie, who was born with a rare facial anomaly? Or Delphine, who is eleven years old and goes to Oakland, California in 1968 to meet her mom for the first time, who is active in the Black Panther Party? Or Annemarie, who helps her best friend escape to Denmark during The Holocaust? We can give kids access to stories, and books, and ideas, and information that they otherwise might not get a chance to explore, or explore as deeply.
或者看清自己，这可能让他们感到不那么孤独或者更加充满希望。当我们站在科克（译者注：《Home of the Brave》主人公）的角度看世界时，会看到什么？科克是一位年轻苏丹难民，他在亲眼看到自己的兄弟和父亲在战争中丧生后来到明尼苏达州；我们能从奥吉（译者注：《Wonder》主人公）身上学到什么？奥吉生来就有一种罕见的面部疾病；或者我们能从戴尔芬（译者注：《One Crazy Summer 》主人公）身上学到什么？戴尔芬于1968年11岁时第一次去加州奥克兰见她的母亲，她的母亲在黑豹党（美国黑人组织）很活跃；或者又能从安妮玛丽（译者注：《Number the Stars》主人公）身上学到什么？安妮玛丽在大屠杀期间帮助她最好的朋友逃到丹麦。我们可以让孩子接触到故事、接触到书籍、接触到思想和信息，否则他们可能没有机会去探索，或者说没有机会进行深入探索。
And finally, reading aloud gives us a chance to look up from our screens, our phones, our computers; to connect with each other through the simple act of reading and talking together. When we read aloud at school we’re often gathered together in one place and we’re teaching kids how to talk together, how to listen, how to look each other in the eye and say: “What do you think?” To say, “I think differently and here is why”.
最后，大声朗读让我们有机会从屏幕、手机和电脑上抬起头来，通过共同阅读和交谈这一简单的行为与他人建立联系。当我们在学校大声朗读时，我们经常聚在一个地方，教孩子们如何一起说话，如何轻听，如何看着对方的眼睛说：“你觉得怎么样？”。或者说：“我有不同的想法，原因如下。”
But we’re also creating moments of connectedness and joy in our classrooms, on a daily basis. And at home, it’s a chance to carve out a time when we’re not on our phones, but we’re entirely focused on our kids. Or we pull up alongside them and read and talk together.
但我们每天也在教室里创造联系以及经营快乐的时光。在家里，这是一个留出一段时间不玩手机而是完全专注于孩子的机会。或者我们陪伴在他们身旁，一起读书、一起聊天。
Even when they can’t sit in our laps anymore. Even and perhaps especially when they rather be on their phones. Even when they’re not three or four, but they’re eight, ten, twelve, a teenager and they might not be as inclined to share so much with us anymore. Having a book to lean on can help us get inside them.
即使他们不能再坐在我们的腿上。甚至，特别是当他们宁愿玩手机的时候；当他们不是三四岁，而是八岁、十岁、十二岁或者是一位青少年，他们可能不再愿意和我们分享那么多的时候，共读一本书可以帮助我们走进他们的内心。
In her new book, Reclaiming Conversation, Sherry Turkle reminds us how essential face to face conversation is. She says, “We’re tempted to think that our little sips of online connection add up to a big gulp of real conversation, but they don’t.” I believe that reading aloud together provides an opportunity for a big gulp. For a chance to connect and talk together, in consistent meaningful ways. So the kids not only fall in love with books and reading, and get better at it, but they also learn to think deeply, to consider other points of view. They learn to listen and they learn to look up.
谢莉·图科尔在她的新书《重拾谈话》中提醒我们，面对面的对话是多么的重要。她说：“我们很容易认为，在网上零零碎碎的沟通加起来就是一次真正的长对话，但事实并非如此。”我相信，一起大声朗读能让你们进行真正的长对话。要以一种与他人一致的且有意义的方式，来找到机会与他人保持联系以及交谈。所以孩子们不仅爱上了看书和阅读，还在阅读方面有个更好的表现，并且他们还学会了深入思考，还学会了考虑其它观点。他们学会了倾听，学会了查阅。
Thank you.
谢谢你们！