孩子英语演讲稿模板（5篇范文）

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演讲者：alice goffman

中英文对照翻译

on the path that american children travel to adulthood, two institutions oversee the journey. the first is the one we hear a lot about: college. some of you may remember the e_citement that you felt when you first set off for college. some of you may be in college right now and you"re feeling this e_citement at this very moment.

美国的孩子们长大成人的道路上，有两个机构在这段旅程上至关重要。第一个是大家经常听到的大学。某些人可能还记得当你第一次进入大学时的兴奋的感觉。你们中的某些可能现在就在大学并且正在享受那份兴奋。

college has some shortcomings. it"s e_pensive; it leaves young people in debt. but all in all, it"s a pretty good path. young people emerge from college with pride and with great friends and with a lot of knowledge about the world. and perhaps most importantly, a better chance in the labor market than they had before they got there.

大学有很多弊端 学费昂贵，所以年轻人负债累累 但总而言之，这是一条康庄大道。年轻人从校园毕业，带着自豪与友情。和许多关于这个世界的知识或许更重要的是上大学使得他们能有更好的就业机会。

today i want to talk about the second institution overseeing the journey from childhood to adulthood in the united states. and that institution is prison. young people on this journey are meeting with probation officers instead of with teachers. they"re going to court dates instead of to class. their junior year abroad is instead a trip to a state correctional facility. and they"re emerging from their 20s not with degrees in business and english, but with criminal records.

今天我想讨论的是第二个机构 在美国，贯穿了从童年到成年的整个人生经历 那个机构便是监狱 在这段旅程上,相伴着年轻人的 是感化官而不是教师 去法庭受审而不是去教室上课 他们的大三留学之旅是去州立管教所 当他们20多岁时 没有商科的或英语的学位 有的只是犯罪记录

this institution is also costing us a lot, about 40,000 dollars a year to send a young person to prison in new jersey. but here, ta_payers are footing the bill and what kids are getting is a cold prison cell and a permanent mark against them when they come home and apply for work.

这个机构同样花费甚多 在新泽西，送一个年轻人到监狱的花费 一年要大约4万美元 但是这是纳税人买的单 而孩子们得到的只是一个冰冷的牢房单间 和一个永久的印记，阻碍着他们回归家庭 或者寻找工作

there are more and more kids on this journey to adulthood than ever before in the united states and that"s because in the past 40 years, our incarceration rate has grown by 700 percent. i have one slide for this talk. here it is. here"s our incarceration rate, about 716 people per 100,000 in the population. here"s the oecd countries.

越来越多的孩子在这条路上长大成人 尤其在美国，这是因为在过去的四十年里 我们服刑率已经增长了700% 我制作了一张幻灯片 看这儿 这是我们的服刑率 每十万人就有716人服刑 这是其他oecd(经合组织)成员国家的情况

what"s more, it"s poor kids that we"re sending to prison, too many drawn from african-american and latino communities so that prison now stands firmly between the young people trying to make it and the fulfillment of the american dream. the problem"s actually a bit worse than this "cause we"re not just sending poor kids to prison,

更为重要的是，被送入监狱的孩子往往 家境贫寒 他们大多来自非裔美国人和拉丁裔社区 以至于监狱成为了想要成功的年轻人 实现美国梦的障碍 问题是事实更为糟糕 因为我们不只是把贫困的孩子送入监狱

we"re saddling poor kids with court fees, with probation and parole restrictions, with low-level warrants, we"re asking them to live in halfway houses and on house arrest, and we"re asking them to negotiate a police force that is entering poor communities of color, not for the purposes of promoting public safety, but to make arrest counts, to line city coffers.

我们还给他们加上了许多沉重的枷锁，比如诉讼费的负担 比如感化和假释的限制 比如轻微的犯罪通缉 我们让他们待在过渡教习所或者软禁在家 我们让他们和警察交涉 而当这些警察要进入有色人种的社区 不是为了改善公共安全 而是为了政绩去保证逮捕数量

this is the hidden underside to our historic e_periment in punishment: young people worried that at any moment, they will be stopped, searched and seized. not just in the streets, but in their homes, at school and at work.

这就是关于我们印象中的惩戒措施的 不为人知的一面 年轻人总是担心随时会被截停、搜身和逮捕 无论是在街上还是在家 在学校还是在工作

i got interested in this other path to adulthood when i was myself a college student attending the university of pennsylvania in the early 20__s. penn sits within a historic african-american neighborhood.

大约20__年初的时候 当时我自己在宾夕法尼亚大学上学 我对这种别样的人生成长轨迹 产生了兴趣 大学坐落在一个历史悠久的非裔社区旁

so you"ve got these two parallel journeys going on simultaneously: the kids attending this elite, private university, and the kids from the adjacent neighborhood, some of whom are making it to college, and many of whom are being shipped to prison.

所以在这里你能同时看到两条平行的人生轨迹 一边是在这所精英的私立大学上学的孩子 另外一边是在附近社区的孩子 他们中有一些也在努力去读大学 但是他们中的大多数却身陷囹圄

in my sophomore year, i started tutoring a young woman who was in high school who lived about 10 minutes away from the university. soon, her cousin came home from a juvenile detention center.

在我大二的时候，我开始辅导一位高中的年轻姑娘 她住在离大学10分钟路程的地方 不久，她的表弟(堂弟)从少年拘留所回到家

he was 15, a freshman in high school. i began to get to know him and his friends and family, and i asked him what he thought about me writing about his life for my senior thesis in college. this senior thesis became a dissertation at princeton and now a book.

他当时15岁，上高中一年级 我开始了解他以及他的朋友们和家庭 我问他能否在我的毕业论文中 讲述他的生活 这篇论文也成为了我在普林斯顿的博士论文 现在则集结成书

by the end of my sophomore year, i moved into the neighborhood and i spent the ne_t si_ years trying to understand what young people were facing as they came of age. the first week i spent in this neighborhood, i saw two boys, five and seven years old, play this game of chase, where the older boy ran after the other boy.

在我大学二年级结束的时候 我搬进了这个社区，而且花了6年时间。去尝试理解年轻人在成长中要面对的是什么 在这个社区中生活的第一周 我看到了两个男孩，一个5岁一个7岁 在玩一个追逐游戏 大一点的男孩在追另外一个。

he played the cop. when the cop caught up to the younger boy, he pushed him down, handcuffed him with imaginary handcuffs, took a quarter out of the other child"s pocket, saying, "i"m seizing that." he asked the child if he was carrying any drugs or if he had a warrant. many times, i saw this game repeated,

他演"警察" 当"警察"抓到了小一点的男孩 他把小男孩按到身下 假装用手铐把他铐起来 然后从小男孩的口袋里掏出一个25分硬币 说到："这个归我了" 他问他是否带了毒品 是否在被通缉 我经常看到孩子们玩儿这个游戏

sometimes children would simply give up running, and stick their bodies flat against the ground with their hands above their heads, or flat up against a wall. children would yell at each other, "i"m going to lock you up, i"m going to lock you up and you"re never coming home!" once i saw a si_-year-old child pull another child"s pants down and try to do a cavity search.

有时候，孩子们只是简单的放弃逃跑 平躺在地上 双手高举过头顶，或是将双手靠在墙上 孩子们彼此大叫 "我要把你锁起来， 我要把你锁起来让你再也回不了家!" 有一次我看到一个6岁小孩把 另外一个小孩的裤子扒掉 然后去试着去做肛门搜查

in the first 18 months that i lived in this neighborhood, i wrote down every time i saw any contact between police and people that were my neighbors. so in the first 18 months, i watched the police stop pedestrians or people in cars, search people, run people"s names, chase people through the streets, pull people in for questioning, or make an arrest every single day, with five e_ceptions.

在住在这个社区的最初的18个月 我记下了所有我看到的 我的邻居与警察的接触 所以在这最初的18个月 我看到了警察截停行人或者在车里的人 搜查他们，询问他们的姓名 在街上追逐他们 抓他们去问话 每天都要抓一个人，只有5天例外

fifty-two times, i watched the police break down doors, chase people through houses or make an arrest of someone in their home. fourteen times in this first year and a half, i watched the police punch, choke, kick, stomp on or beat young men after they had caught them.

我看到警察破门而入多达52次 穿过很多屋子去追捕 或者在某人家中将其逮捕 我看到警察在逮捕这些年轻人之后 又用极端暴力对待他们 在这一年半时间中我一共看到14次

bit by bit, i got to know two brothers, chuck and tim. chuck was 18 when we met, a senior in high school. he was playing on the basketball team and making c"s and b"s. his younger brother, tim, was 10. and tim loved chuck; he followed him around a lot, looked to chuck to be a mentor.

逐渐的，我和两兄弟熟悉起来 查克和提姆 我们相识时查克18岁，是一个高四学生 他在一个篮球队打球，大部分成绩是c和b 他的小弟弟，提姆，当时10岁 提姆很喜欢查克，经常跟着他屁股后面转 把查克当成他的导师

they lived with their mom and grandfather in a two-story row home with a front lawn and a back porch. their mom was struggling with addiction all while the boys were growing up. she never really was able to hold down a job for very long. it was their grandfather"s pension that supported the family, not really enough to pay for food and clothes and school supplies for growing boys. the family was really struggling.

他们和母亲与爷爷(姥爷)住在一起 他们住在一个两层楼的联排房屋里，前面有草坪，后面有走廊 他们成长过程中，他们的母亲一直都为毒瘾所扰 她从来没能有个长期的稳定工作 是他们祖父(外祖父)的退休金在支撑这个家 其实这不足以支付孩子们的食品和衣服 还有学习开销 真的是在贫困线上挣扎

so when we met, chuck was a senior in high school. he had just turned 18. that winter, a kid in the schoolyard called chuck"s mom a crack whore. chuck pushed the kid"s face into the snow and the school cops charged him with aggravated assault. the other kid was fine the ne_t day, i think it was his pride that was injured more than anything.

当我们认识的时候，查克正在上高中最后一年 他刚刚满18岁 那个冬天，一个操场上的孩子 叫查克的妈妈"嗑药的婊子" 查克把那孩子的脸按到积雪里 然后校警以严重袭击的罪名将他逮捕 然而骂人的孩子第二天没什么事 我想主要是他的自尊心受到了伤害

but anyway, since chuck was 18, this agg. assault case sent him to adult county jail on state road in northeast philadelphia, where he sat, unable to pay the bail -- he couldn"t afford it -- while the trial dates dragged on and on and on through almost his entire senior year.

但是无论如何，查克已经年满18岁 他因为袭击案被送到成人监狱 位于费城东北部的州立公路旁 他因为无力支付保释金被关在那---他根本就付不起 当时审判日被一拖再拖 几乎占了他高中最后的一整年

finally, near the end of this season, the judge on this assault case threw out most of the charges and chuck came home with only a few hundred dollars" worth of court fees hanging over his head. tim was pretty happy that day.

最后，在接近这个季节末的时候 法官驳回了大部分关于这起袭击案的指控 查克回家了 但是他也欠下了数百美元的诉讼费 提姆那天很开心

the ne_t fall, chuck tried to re-enroll as a senior, but the school secretary told him that he was then 19 and too old to be readmitted. then the judge on his assault case issued him a warrant for his arrest because he couldn"t pay the 225 dollars in court fees that came due a few weeks after the case ended. then he was a high school dropout living on the run.

第二年秋天，查克试着去重新注册高中四年级 但是学校秘书告诉他 他已经19岁了，已经超龄而没有资格复读了 紧接着，负责他袭击案的法官又签署了一份他的通缉 因为他没有付225美元的诉讼费 在他案子结束后的几个星期后发出 所以他从高中辍学在逃去躲避追捕

tim"s first arrest came later that year after he turned 11. chuck had managed to get his warrant lifted and he was on a payment plan for the court fees and he was driving tim to school in his girlfriend"s car.

提姆第一次被捕是在那一年的晚些时候 那时他刚满11岁 那时查克的通缉刚被取消 然后他要以分期付款的方式支付他的诉讼费 当时他用他女友的车载提姆到学校

so a cop pulls them over, runs the car, and the car comes up as stolen in california. chuck had no idea where in the history of this car it had been stolen. his girlfriend"s uncle bought it from a used car auction in northeast philly. chuck and tim had never been outside of the tri-state, let alone to california.

一个警察把他们截停，调查车的来源 发现车是在加州被盗的 查克根本就不知道这辆车其实是赃物 是他女友的叔叔在一个费城东北的 二手车拍卖会上买的 查克和提姆从来没有离开过附近超过三个州 更别提加州了

but anyway, the cops down at the precinct charged chuck with receiving stolen property. and then a juvenile judge, a few days later, charged tim, age 11, with accessory to receiving a stolen property and then he was placed on three years of probation. with this probation sentence hanging over his head,

但是尽管如此，当地辖区的警察 还是以窝赃的罪名起诉了查克 几天后，一个青少年犯罪法官 起诉了11岁的提姆 作为窝赃的从犯 然后他被判三年的缓刑 因为背负缓刑的罪名

chuck sat his little brother down and began teaching him how to run from the police. they would sit side by side on their back porch looking out into the shared alleyway and chuck would coach tim how to spot undercover cars, how to negotiate a late-night police raid, how and where to hide.

查克要他弟弟坐下来 开始教他怎么摆脱警察 他们会肩并肩坐在他们房后的走廊 望着公共小巷的深处 查克会叫提姆怎样辩认出伪装的警车 怎样和深夜巡逻的警察交涉，还有哪里能躲避

i want you to imagine for a second what chuck and tim"s lives would be like if they were living in a neighborhood where kids were going to college, not prison. a neighborhood like the one i got to grow up in. okay, you might say. but chuck and tim, kids like them, they"re committing crimes! don"t they deserve to be in prison?

我想让你们想象一下 如果查克和提姆住在 邻居孩子都能去大学读书，而不是去监狱的社区里 就像我长大的社区 他们的生活会是怎样? 好的，你也许会说 但是像查克和提姆这样的孩子，他们确实犯罪了! 难道他们不该去蹲监狱吗?

don"t they deserve to be living in fear of arrest? well, my answer would be no. they don"t. and certainly not for the same things that other young people with more privilege are doing with impunity. if chuck had gone to my high school, that schoolyard fight would have ended there, as a schoolyard fight. it never would have become an aggravated assault case.

难道他们不该生活在被捕的恐惧之中吗? 我的答案是不该 他们不应该被这样对待 他们不应该因为做了和其他年轻人一样的事而被这样对待 比他们条件更好的年轻人做同样的事却免受惩罚 如果查克去了我的高中 那次操场打架也只会作为一次操场打架 而止于学校内部 根本就不会成为一起严重袭击案件

not a single kid that i went to college with has a criminal record right now. not a single one. but can you imagine how many might have if the police had stopped those kids and searched their pockets for drugs as they walked to class? or had raided their frat parties in the middle of the night?

从来就没有任何一位我的大学同学 现在有犯罪记录 从来没有一个 但是你能想象如果警察截停这些上学路上的孩子 从他们的口袋中搜查毒品 或者在半夜突击检查他们的朋友聚会，他们会留下多少犯罪记录吗?

okay, you might say. but doesn"t this high incarceration rate partly account for our really low crime rate? crime is down. that"s a good thing. totally, that is a good thing. crime is down. it dropped precipitously in the "90s and through the 20__s.

好的，你也许会说 但是高服刑率 不是一定程度上降低了犯罪率吗? 犯罪率下降了，这是好事。 没错，犯罪率下降是好事。 从90年代到本世纪初，犯罪率大幅下降

but according to a committee of academics convened by the national academy of sciences last year, the relationship between our historically high incarceration rates and our low crime rate is pretty shaky. it turns out that the crime rate goes up and down irrespective of how many young people we send to prison.

但是根据一个由国家科学院去年召开的 学术会议的测算 我们历史上高服刑率 和我们的低犯罪率的关系并不十分牢靠 犯罪率的高低 和我们送多少年轻人进监狱并无关系

we tend to think about justice in a pretty narrow way: good and bad, innocent and guilty. injustice is about being wrongfully convicted. so if you"re convicted of something you did do, you should be punished for it. there are innocent and guilty people, there are victims and there are perpetrators. maybe we could think a little bit more broadly than that.

我们总是在一个狭窄的范围下思考正义 好或者坏，无罪或者有罪 不正义就是被错误的定罪 所以如果你因为自己做过的事被定罪 你就应该受到相应的惩罚 总是用无辜的和有罪的人，总是有被害者和犯罪者，如果我们能再思考地更广一点

right now, we"re asking kids who live in the most disadvantaged neighborhoods, who have the least amount of family resources, who are attending the country"s worst schools, who are facing the toughest time in the labor market, who are living in neighborhoods where violence is an everyday problem, we"re asking these kids to walk the thinnest possible line -- to basically never do anything wrong.

现在，我们却要求这些住在最恶劣的社区的小孩 他们只有最少的家庭资源 他们上着全国最差的学校 他们面对着劳动力市场的最艰难的时刻 他们住在每天都有暴力问题发生的社区 我们却要求他们实现几乎不可能完成的事情 不允许一丝错误

why are we not providing support to young kids facing these challenges? why are we offering only handcuffs, jail time and this fugitive e_istence? can we imagine something better? can we imagine a criminal justice system that prioritizes recovery, prevention, civic inclusion, rather than punishment? (applause)

为什么我们不提供给这些孩子 面对这些挑战的帮助呢? 为什么我们提供的只有手铐，监狱和逃亡生活呢? 我们就不能想象一点更好的事情吗? 难道我们就不能想象一个重视重归社会 重视预防犯罪和城市包容性 而不是只重视惩罚的司法系统吗?

a criminal justice system that acknowledges the legacy of e_clusion that poor people of color in the u.s. have faced and that does not promote and perpetuate those e_clusions. (applause) and finally, a criminal justice system that believes in black young people, rather than treating black young people as the enemy to be rounded up.

这个司法系统 承认有色人种在美国被隔离和疏远的历史 并且不会再促进和保持这种隔离和疏远。最终，这个司法系统更信任这些黑人青年 而不是不是把这些黑人青年当作敌人来对待

the good news is that we already are. a few years ago, michelle ale_ander wrote "the new jim crow," which got americans to see incarceration as a civil rights issue of historic proportions in a way they had not seen it before.

好消息是，我们已经在努力之中 几年前，米歇尔亚历山大撰写了 《the new jim crow》这本书 这本书让美国人认识到 服刑率在历史上也是一个重要的人权问题，而且是前所未见的

president obama and attorney general eric holder have come out very strongly on sentencing reform, on the need to address racial disparity in incarceration. we"re seeing states throw out stop and frisk as the civil rights violation that it is. we"re seeing cities and states decriminalize possession of marijuana.

总统奥巴马和首席检察官埃里克候得对于量刑改革 以及在量刑中的种族不平等 十分的重视 我们看到有些州开始禁止截查和搜身 因为这些侵犯了人权 我们看到有些州和城市拥有大麻合法化

new york, new jersey and california have been dropping their prison populations, closing prisons, while also seeing a big drop in crime. te_as has gotten into the game now, also closing prisons, investing in education. this curious coalition is building from the right and the left, made up of former prisoners and fiscal conservatives,

他们是纽约，新泽西和加利福尼亚 这些措施减少了他们的服刑人数，关闭了一些监狱 但是于此同时犯罪率也大幅地降低了 德克萨斯也开始了相同的举措 同样关闭监狱，投资教育 一个从左派到右派的奇异的联盟正在建立起来

of civil rights activists and libertarians, of young people taking to the streets to protest police violence against unarmed black teenagers, and older, wealthier people -- some of you are here in the audience -- pumping big money into decarceration initiatives in a deeply divided congress, the work of reforming our criminal justice system is just about the only thing that the right and the left are coming together on.

成员有前服刑人员和财政保守派 还有人权活动家和自由主义者 年轻人走上大街去抗议那些 暴力对待手无寸铁的黑人青少年的警察 而年长的，富有的人—— 有一些是我们这里的观众—— 也捐助了巨额资金到这些反监禁的活动中 在严重分离的国会司法系统变革的工作 也是唯一一个能让左派和右派 走到一起的工作

i did not think i would see this political moment in my lifetime. i think many of the people who have been working tirelessly to write about the causes and consequences of our historically high incarceration rates did not think we would see this moment in our lifetime. the question for us now is, how much can we make of it? how much can we change?

我并不认为在我的有生之年能 看到这个政治时刻的到来 我想很多正在不止疲倦的书写 关于我们历史性的高服刑率 的起因和结果的人 也不会认为能在有生之年能看到这个时刻的来临 现在我们的问题是，我们究竟能达成多少目标? 我们究竟能改变到何种程度?

i want to end with a call to young people, the young people attending college and the young people struggling to stay out of prison or to make it through prison and return home.

最后，我想对年轻人呼吁 对正在上大学的年轻人 对正在监狱外挣扎抗争的年轻人 对服刑结束重返家庭的年轻人

it may seem like these paths to adulthood are worlds apart, but the young people participating in these two institutions conveying us to adulthood, they have one thing in common: both can be leaders in the work of reforming our criminal justice system. young people have always been leaders in the fight for equal rights, the fight for more people to be granted dignity and a fighting chance at freedom.

这也许看上去是几种完全不同的成人之路 但是年轻人参加这两种机构 最终成人 他们有着共同点： 他们都可以成为重建我们司法系统的工作的领导者。青年们永远都是为了公平权利的斗争 为了更多的人赢得尊严的斗争 为了自由的机会的斗争的领导者

the mission for the generation of young people coming of age in this, a sea-change moment, potentially, is to end mass incarceration and build a new criminal justice system, emphasis on the word justice.thanks.

赋予给这一代青年的使命 在这个即将到来的时代，历史性的时刻， 终结高服刑率，建造一个能充分表达 "正义"这个词的全新的司法系统.谢谢。

孩子英语演讲稿 模板2

阅读小贴士：模板2共计5151个字，预计阅读时长13分钟。朗读需要26分钟，中速朗读35分钟，在庄重严肃场合朗读需要47分钟，有290位用户喜欢。

邹奇奇背景资料

美国华盛顿州西雅图市华裔女童邹奇奇(英文名adora svitak)，2024年被美国媒体誉为“世界上最聪明的孩子”，她比凤姐牛多了，3岁时就开始阅读各种书籍，从4岁起写下了400多篇故事和诗歌，8岁时出版的故事集《飞扬的手指》轰动美国，其中包含的300多篇故事大多以中世纪为背景，从古埃及写到了文艺复兴，文中透露的政治、宗教和教育见解，思想深刻，文思严谨。邹奇奇也被美国广播公司誉为“美国文坛小巨人”。

now, i want to start with a question: when was the last time you were called childish? for kids like me, being called childish can be a frequent occurrence. every time we make irrational demands, e_hibit irresponsible behavior, or display any other signs of being normal american citizens, we are called childish, which really bothers me. after all, take a look at these events: imperialism and colonization, world wars, george w. bush. ask yourself: who"s responsible? adults.

now, what have kids done? well, anne frank touched millions with her powerful account of the holocaust, ruby bridges helped end segregation in the united states, and, most recently, charlie simpson helped to raise 120,000 pounds for haiti on his little bike. so, as you can see evidenced by such e_amples, age has absolutely nothing to do with it. the traits the word childish addresses are seen so often in adults that we should abolish this age-discriminatory word when it comes to criticizing behavior associated with irresponsibility and irrational thinking. (applause)

thank you. then again, who"s to say that certain types of irrational thinking aren"t e_actly what the world needs? maybe you"ve had grand plans before, but stopped yourself, thinking: that"s impossible or that costs too much or that won"t benefit me. for better or worse, we kids aren"t hampered as much when it comes to thinking about reasons why not to do things. kids can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry or that everything were free kind of utopia. how many of you still dream like that and believe in the possibilities? sometimes a knowledge of history and the past failures of utopian ideals can be a burden because you know that if everything were free, that the food stocks would become depleted, and scarce and lead to chaos. on the other hand, we kids still dream about perfection. and that"s a good thing because in order to make anything a reality, you have to dream about it first.

in many ways, our audacity to imagine helps push the boundaries of possibility. for instance, the museum of glass in tacoma, washington, my home state -- yoohoo washington -- (applause) has a program called kids design glass, and kids draw their own ideas for glass art. now, the resident artist said they got some of their best ideas through the program because kids don"t think about the limitations of how hard it can be to blow glass into certain shapes. they just think of good ideas. now, when you think of glass, you might think of colorful chihuly designs or maybe italian vases, but kids challenge glass artists to go beyond that into the realm of broken-hearted snakes and bacon boys, who you can see has meat vision. (laughter)

now, our inherent wisdom doesn"t have to be insiders" knowledge. kids already do a lot of learning from adults, and we have a lot to share. i think that adults should start learning from kids. now, i do most of my speaking in front of an education crowd, teachers and students, and i like this analogy. it shouldn"t just be a teacher at the head of the classroom telling students do this, do that. the students should teach their teachers. learning between grown ups and kids should be reciprocal. the reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.

now, if you don"t trust someone, you place restrictions on them, right. if i doubt my older sister"s ability to pay back the 10 percent interest i established on her last loan, i"m going to withhold her ability to get more money from me until she pays it back. (laughter) true story, by the way. now, adults seem to have a prevalently restrictive attitude towards kids from every "don"t do that," "don"t do this" in the school handbook, to restrictions on school internet use. as history points out, regimes become oppressive when they"re fearful about keeping control. and, although adults may not be quite at the level of totalitarian regimes, kids have no, or very little, say in making the rules, when really the attitude should be reciprocal, meaning that the adult population should learn and take into account the wishes of the younger population.

now, what"s even worse than restriction is that adults often underestimate kids abilities. we love challenges, but when e_pectations are low, trust me, we will sink to them. my own parents had anything but low e_pectations for me and my sister. okay, so they didn"t tell us to become doctors or lawyers or anything like that, but my dad did read to us about aristotle and pioneer germ fighters when lots of other kids were hearing "the wheels on the bus go round and round." well, we heard that one too, but "pioneer germ fighters" totally rules. (laughter)

i loved to write from the age of four, and when i was si_ my mom bought me my own laptop equipped with microsoft word. thank you bill gates and thank you ma. i wrote over 300 short stories on that little laptop, and i wanted to get published. instead of just scoffing at this heresy that a kid wanted to get published, or saying wait until you"re older, my parents were really supportive. many publishers were not quite so encouraging. one large children"s publisher ironically saying that they didn"t work with children. children"s publisher not working with children? i don"t know, you"re kind of alienating a large client there. (laughter) now, one publisher, action publishing, was willing to take that leap and trust me, and to listen to what i had to say. they published my first book, "flying fingers," -- you see it here -- and from there on, it"s gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.

i appreciate your attention today, because to show that you truly care, you listen. but there"s a problem with this rosy picture of kids being so much better than adults. kids grow up and become adults just like you. (laughter) or just like you, really? the goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials, but the way progress happens is because new generations and new eras grow and develop and become better than the previous ones. it"s the reason we"re not in the dark ages anymore. no matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away. (laughter)

adults and fellow tedsters, you need to listen and learn from kids and trust us and e_pect more from us. you must lend an ear today, because we are the leaders of tomorrow, which means we"re going to be taking care of you when you"re old and senile. no, just kidding. no, really, we are going to be the ne_t generation, the ones who will bring this world forward. and, in case you don"t think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, you"ll want to be heard just like my generation. now, the world needs opportunities for new leaders and new ideas. kids need opportunities to lead and succeed. are you ready to make the match? because the world"s problems shouldn"t be the human family"s heirloom.

thank you. (applause) thank you. thank you.

首先我要问大家一个问题： 上一回别人说你幼稚是什么时候? 像我这样的小孩， 可能经常会被人说成是幼稚。 每一次我们提出不合理的要求， 做出不负责任的行为， 或者展现出有别于 普通美国公民的惯常行为之时， 我们就被说成是幼稚。 这让我很不服气。 首先，让我们来回顾下这些事件： 帝国主义和殖民主义， 世界大战，小布什。 请你们扪心自问下：这些该归咎于谁?是大人。

而小孩呢，做了些什么? 安妮·弗兰克(anne frank)对大屠杀强有力的叙述打动了数百万人的心。 鲁比·布里奇斯为美国种族隔离的终结作出了贡献。 另外，最近还有一个例子，查理·辛普森(charlie simpson)骑自行车 为海地募得 12万英镑。 所以，这些例子证明了年龄与行为完全没有关系。 "幼稚"这个词所对应的特点 是常常可以从大人身上看到， 由此我们在批评 不负责和非理性的相关行为时， 应停止使用这个年龄歧视的词。

(掌声)谢谢!

话说回来，谁能说 我们这个世界不正是需要 某些类型的非理性思维吗? 也许你以前有过宏大的计划， 但却半途而废，心想： 这个不可能，或代价太高 或这对我不利。 不管是好是坏，我们小孩子 在思考不做某事的理由时，不太受这些考量的影响。 小孩可能会有满脑子的奇思妙想 和积极的想法， 例如我希望没有人挨饿 或者所有东西都是免费的，有点像乌托邦的理念。 你们当中有多少人还会有这样的梦想 并相信其可能性? 有时候对历史 及对乌托邦的了解， 可能是一种负担，因为你知道假如所有东西都是免费的， 食物储备会被清空， 而缺失将会导致混乱。 另一方面， 我们小孩还对完美抱有希望。 这是件好事，因为要将任何事情变为现实， 你首先得心怀梦想。

在很多方面，我们的大胆想象 拓宽了可能性的疆界。 例如，华盛顿州塔可马市的玻璃博物馆， 我的家乡华盛顿州——你好! (掌声)这个博物馆里有一个项目叫“儿童玻璃设计”， 小孩们自由创作自己的玻璃作品。 后来，驻馆艺术家说他们所有的一些极佳灵感就来自这个项目， 因为小孩不去理会 吹出不同形状玻璃的难度限制 他们只是构思好的点子。 当说到玻璃的时候，你们可能 想到的是奇胡利(chihuly)色彩丰富的玻璃设计 或意大利花瓶，但小孩子敢于挑战玻璃艺术家，并超越他们 进入心碎蛇 和火腿男孩的领地——看到了吗，火腿男孩有“肉视力”哦 (笑声)

我们先天的智慧 堪比内行人的知识。 小孩已经从大人身上学到许多， 而我们也有很多东西可以和大人共享。 我认为大人应该开始向小孩学习。 听我演讲的观众大都是教育圈子里的， 这其中有老师和学生。我喜欢这个类比。 不应该只是老师站在教室讲台上 告诉学生做这个做那个。 学生亦应教育他们的老师。 成人和儿童之间 应该互相学习。 不幸的是，于现实里，情况是截然不同的。 这跟信任的关系很大，或者说是缺乏信任的结果。

如果你不信任某人，你就给他们设限，对吧。 如果我怀疑我姐姐没有能力 偿还我给她的上一笔贷款的 百分之十的利息时， 我将要限制她再向我借钱， 直到她还清借款为止。(笑声) 顺便提一下，这是个真实的例子。 大人呢，似乎普遍地 对小孩持限制性的态度， 从学校手册里的 “不能做这个”、“不能做那个” 到学校互联网使用的各种限制性规定。 历史告诉我们，当政体害怕统治失控时， 它就会变得暴虐。 虽然大人可能不会 像独裁政权一样心狠手辣， 但小孩在制定规则方面是几乎没有话语权的。 而正确的态度应该是两者相互尊重的， 也就是说成人群体应该了解 并认真对待年幼群体的 愿望。

然而比限制更糟糕的是， 大人常常低估小孩的能力。 我们喜欢挑战，但假如大人对我们期望很低的话， 说真的，我们就会不思进取。 我自己的父母对我和姐姐 抱很高的期望。 当然，他们没有让我们立志成为医生 或律师诸如此类的， 但我爸经常读 关于亚里斯多德 和先锋细菌斗士的故事给我们听，而其他小孩大多听的是 《公车的轮子转呀转》。 其实我们也有听这个，但《先锋细菌斗士》实在是比那个强多了。 (笑声)

四岁的时候我就喜欢上写作， 六岁的时候， 我妈给我买了台装有微软word软件的个人手提电脑。 谢谢你比尔·盖茨!也谢谢你，妈咪! 我用那个小手提电脑写了300多篇短篇故事， 而且我想发表我的作品。一个小孩想发表作品 这简直是天方夜谭，但我父母没有嘲笑我， 也没有说等你长大点儿再说， 他们非常支持我。 但是很多出版社的回应让人失望。 颇具讽刺意味的是，一个很大的儿童出版社说， 他们不跟儿童打交道。 儿童出版社不跟儿童打交道? 怎么说呢，你这是在怠慢一个大客户嘛。 (笑声) 有一个出版商，行动出版社 愿意给我一个机会，并倾听我想说的话。 他们出版了我的第一本书《飞舞的手指》——就是这个—— 那以后，我到数百个学校去演讲， 给数千个老师作主题演讲，最后，在今天，给你们作演讲。

我感谢你们今天听我演讲， 因为你们会倾听我， 这证明你们真的在乎。 但小孩比大人强得多的这幅乐观图景 是存在一个问题的。 小孩会长大并变成像你们一样的大人。 (笑声) 跟你们一样，真的吗? 我们的目标不是让小孩变成你们这样的大人， 而是比你们强的大人。考虑到你们都这么了不起， 这可能颇具挑战性。 但进步 是因新的一代人和新的时期而发生， 不断的进步和发展，并超越之前的年代。这就是为什么我们不再处于黑暗时代。 不管在生活中你的位置在哪里， 你必须给孩子创造机会。 这样他们才能成长并让你扬眉吐气。 (笑声)

大人和ted观众们， 你们需要倾听并向小孩学习，信任我们和对我们怀有更高的期望。 今天你们需要聆听， 因为我们是明天的领导， 这意味着当你们年老体衰时， 我们会照顾你们。哈，只是开玩笑了。 确实，我们将成为推动世界前进 的下一代人。 而且，假如你认为这对你没有意义的话， 不要忘了克隆是可能的，而这意味着童年可以重来， 这种情况下，像我们这一代人一样， 你也会希望大人倾听你们的心声。 世界需要产生新的领导人 和新想法的机会。 小孩需要机会去领导和取得成功。 你准备好去促成这一切了吗? 因为这个世界的问题， 不应该是人类家庭的传家宝。

谢谢你们! (掌声) 谢谢!谢谢!

孩子英语演讲稿 模板3

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演说题目：如何在不过度管教的情况下，培养出成功的孩子!

演说者：julie lythcott-haims

you know, i didn"t set out to be a parenting e_pert. in fact, i"m not very interested in parenting, per se. it"s just that there"s a certain style of parenting these days that is kind of messing up kids, impending their chances to develop into themselves.

我并不打算成为育儿专家。事实上，我对育儿本身也不感兴趣。只是这些天有某种育儿风格的出现，是不利于孩子成长的，而且阻碍了他们发展自己的机会。

there’s a certain style of parenting these days that’s getting in the way. i guess what i’m saying is, we spend a lot of time being very concerned about parents who aren’t involved enough in the lives of their kids and their education or their upbringing, and rightly so.

某种育儿风格的出现正阻碍着孩子的成长。各位我要说的是，我们把大量的时间花在关心哪些父母没有足够的参与孩子的生活中，他们的教育或者抚养中，理应如此。

but at the other end of the spectrum, there’s a lot of harm going on there as well, where parents feel a kid can’t be successful unless the parent is protecting and preventing at every turn, and hovering over every happening, and micromanaging every moment, and steering their kid towards some small subset of colleges and careers.

但从另外一个极端来说，这样做会有很多的坏处，父母认为他们的孩子不会成功，除非有父母事事的保护和阻止，对每件事的权衡，围观管理每个时刻并引导他们对大学和职业的选择。

but not just the grades, the scores, but the accolades and the awards and the sports, the activities, the leadership. we tell our kids, don’t just join a club, start a club, because colleges want to see that. and check the bo_ for community service. i mean, show the colleges you care about others.

但不仅是成绩和分数，更是获得的表扬和奖项，还有运动活动上的，领导力上的荣誉。我们告诉他们， 别加入俱乐部，自己创建了一个，因为大学想看到这个，然后检查信箱关于社区服务的信息。我的意思是，展示给大学看你是关心别的。

and all of this is done to some hoped-for degree of perfection. we e_pect our kids to perform at a level of perfection. we were never asked to perform at ourselves, and so because so much is required, we think, well then, of course we parents have to argue with every teacher and principle and coach and referee and act like our kid’s concierge and personal handler and secretary.

这样做都是为了达到某种完美程度的期望值。我们期待小孩表现出一定程度的完美。却没有要求自己本身去做到，因为我们认为这样做太多必要性了，我们曾与每一位老师，校长，教练，裁判员理论过表现的像是小孩的看门人，私人管家和秘书。

and then with our kids, our precious kids, we spend so much time nudging, cajoling, hinting, helping, haggling, nagging as the case may be, to be sure they’re not screwing up, not closing doors, not ruining their future, some hoped-for admission to a tiny handful of colleges that deny almost every applicant.

当我们的孩子，最爱的孩子在一起时，我们根据情况花大量的时间催促，诱骗，暗示，帮助，争论，唠叨，来确保他们不搞破坏，不关门，不毁他们的前途，寄予希望他们能上几乎否认每位申请人的为数不多的大学。

and they see in our faces that our approval, that our love, that their very worth, comes from a’s. and then we walk alongside them and offer clucking praise like a trainer at the westminster dog show-coa_ing them to just jump a little higher and soar a little farther, day after day after day.

他们从我们脸上看到我们的认可和爱，拿a时是非常有价值的。于是我们走在他们身边，给予他们咯咯的表扬，像西敏市犬展里的训练员一样，哄他们跳得更高和飞得更远一样，日复一日这么做。

and when they get to high school, they don’t say, ‘ well, what might i be interested in studying or doing as an activity?’ they go to counselors and they say,’ what do i need to do to get into the right college?’

好吧，要是我对学习或者某种活动感兴趣呢?他们会找到顾问并说，"要上到好的大学，我需要做点什么?"

and then, when the grades start to roll in in high school, and they’re getting some b’s, or god forbid some c’s, they frantically te_t their friends and say, ‘has anyone ever gotten into the right college with these grades?’

高中成绩出现波动的时候，他们拿到的是b或者c，他们火急火燎地发短信给他们的朋友并说道,"有人以这种成绩上到好的大学吗?"

and our kids, regardless of where they end up at the end of high school, they’re breathless. they’re a little burned out. they’re a little old before their time, wishing the grow-ups in their lives had said,’what you’ve done in enough, this effort you’ve put forth in childhood is enough.’

我们的孩子，不管他们是从哪所高中毕业，他们喘不过气来，他们容易生气，他们有点精疲力尽了。他们年长了一些，并希望大人们说你所做的已经足够了，你童年所付出的努力已经足够了。

but if you llok at what we’ve done, if you have the courage to really look at it, you’ll see that not only do our kids think their worth comes from grades and scores, but that when we live right up inside their precious developing minds all the time, like our own version of the movie ‘being john malkovich,’ we send our children the message: ‘hey kid, i don’t think you can actually achieve any of this without me.’

但假如你看看你所做的，如果你真的有勇气看的话，你会发现孩子认为，他们的价值不仅仅来源于成绩和分数，并且我们很多时候存在于他们珍贵，正在形成的思想中。就想电影约翰.马尔科维奇的自己版本，我们向孩子传递这样的信息：我认为你要有我时你才能完成这些。

so simply put, if our children are to develop self-efficacy, and they must, then they hav to do a whole lot more of the thinking, planning, deciding, doing, hoping, coping, trial and error, dreaming, and e_periencing of life for themselves。

所以简单地来说，如果我们的孩子建立了自我效能感，那么他们必须做出更多人生的思考，计划，决定，活动，希望，应对，试错，梦想，和自己的经历。

now, am i saying every kid is hard-working and motivated and doesn’t need a parent’s involvement or interest in their lives, and we should just back off and let go? hell no. that is not what i’m saying. what i’m saying is, when we treat grades and scores and accolades and awards as the purpose of childhood, all in furtherance of some hoped-for admission to a tiny number of colleges or entrance to a small number of careers, that ’s too narrow a definition of success for our kids.

现在，我说的是每位孩子都很用功和有上进心，不需要父母的参与或对他们的人生感兴趣。我们只需要退后和放手?显然不是。这不是我说的。我要说的是，当我们把成绩和分数，荣誉和奖项作为孩子童年的目的时，寄予希望他们能进入为数不多的大学和某个职位时，那么以这种定义孩子的成败太狭义了。

and even though we might help them achieve some short-term wins by overhelping like they get a better grade if we help them do their homework, they might end up with a longer childhood resume when we help-what i’m saying is that all of this comes at a long-term cost to their sense of self. what i’m saying is , we should be less concerned with the specific set of colleges they might be able to apply to or might get into and far more concerned that they have the habits, the mindset, the skill set, the wellness, to be successful wherever they go.

尽管我们通过过度帮忙实现了他们的短期胜利，就像我们协助他们做作业可能拿到更高分，在我们的协助下他们可能会以更长的童年履历结束，我想说的是所有这些长期的代价，需基于自我意识。我想说的是，我们需要给予更少的关注，对于他们具体可能会申请哪所大学，参与给予更多的关注在他们形成的习惯，心态，技能，健康，无论他们去哪儿都能成功的能力。

what i’m saying is, our kids need us to be a little less obsessed with grades and scores and a whole lot more interested in childhood providing a foundation for their success built on things like love and chores.

我想说的是，我们的孩子需要我们对他们的成绩和分数少一点关注，对他们的童年多一份关心。为他们的成功提供基础，比如在爱和家务活。

did i just say chores? did i just say chores? i really did. but really, here’s why. the longest longitudinal study of humans ever conducted is called the harvard grant study. it found that professional success in life, which is what we want for our kids, that professional success in life comes from having dong chores as a kid, and the earlier you started, the better, that a roll-up-your-sleeves.

我说家务活了吗?我说家务活了吗?我的确说了。原因如下，有史以来最长的纵向人类学研究是哈佛格兰特研究。研究发现生活中的职业成功，是我们想让孩子得到的。生活中的职业成功来自于孩子从小做家务活，越早开始越好，卷起衣袖。

and pitch in mindest, a mindset that says, there’s some unpleasant work, someone’s got to do it, it might as well be me, a mindset that says, i will contribute my effort to the betterment of the whole, that’s what gets you ahead in the workplace.

一种出一份力的心态，有些不尽人意的活，不得不去做的，这个人可能是我，我将贡献我的努力去改善，这点会使你在职场中遥遥领先。

now, we all know this. you know this. we all know this, and yet, in the checklisted childhood, we absolve our kids of doing the work of chores around the house, and then they end up as young adults in the workplace still waiting for a checklist, but it doesn’t e_ist, and more importantly, lacking the impulse, the instinct to roll up their sleeves, and pitch in and look around and wonder, how can i be useful to my colleagues?how can i anticipate a few steps ahead to what my boss might need?

现在，我们都知道这点，你也知道。我们都知道这些，然而在清单式童年中，我们不要孩子来做家务，他们最终成为职场中的年轻人，仍旧等待着不存在的清单，更重要的是他们缺乏冲动，卷起衣袖的本能，贡献一份力量并环顾四周想知道，怎样我才能有所作为?我怎么能提前预测几步知道老板需要什么?

a second very important finding from the harvard grand study said that happiness in life comes from love, not love of work, love of humans: our spouse, our partner, our friends, our family.

哈佛格兰特研究中第二个非常重要的发现是生活中的快乐来源于爱，不是对工作的爱，而是人与人之间的爱：我们的爱人，伙伴，朋友，假如。

so childhood needs to teach our kids how to love, and the they can’t love others if they don’t first love themselves, and they won’t themselves if we can’t offer them unconditional love.

因此从小需要教孩子如何去爱，如果不首先爱上自己，就不能爱别人，如果我们没有提供无条件的爱，他们就无法爱自己。

right. and so, instead of being obsessed with grades and scores, when our precious offspring come home from school, or we come home from work, we need to close our technology, put away our phones, and look them in the eye, and let them see the joy that fills our faces, when we see our child for the first time in a few hours.

因此与其沉迷于成绩和分数，当我们最爱的孩子放学回家时，或者我们下班回家，我们需要关闭设备，放下手机，看着他们的眼睛，让他们看到我们满脸的快乐。

and then we have to say,’ how was your day? what did you like about today?’ and when your teenage daughter says,’lunch,’ like mine did, and i want to hear about the math test, not lunch, you have to still take an interest in lunch. you gotta say, ‘what was great about lunch today?’

我们应该说，你今天怎么样啦?今天你喜欢的事情是什么?当你女儿说，"午餐，" 和我一样，我想听的是数学测验而不是午餐，你应该仍然把注意力放在午餐上。你要说"今天的午餐好在哪里啊?"

they need to know they matter to us as humans, not because of their gpa. all right, so you’re thinking, chores and love, that sounds all well and good, but give me a break. the colleges want to see top scores and grades and accolades and awards, and i’m going to tell you, sort of.

他们需要知道他们对我们来说很重要，这并不是因为他们的平均成绩。现在你正在想着家务活和爱。这听起来不错，但让我休息一下。大学想要看到高分数好成绩和荣誉奖项，我想说的是，在一定程度上是。

the very biggest brand-name schools are asking that of our young adults, but here’s the good news. contrary to what the college rankings racket would have us believe-you don’t have to go to one of the biggest brand name schools to be happy and successful in life.

最有名的名牌大学会问年轻人，但这里有好消息。相反美国大学排行榜让我们相信-你不一定非要去最有名的一所大学才算得上快乐和成功。

happy and successful people went to state school, went to a small college no one has heard of, went to community college, went to a college over here and flunked out.

快乐和成功的人们去公立学校，去一些没人听过的大学，或者社区大学，来到大学，考试不及格。

the evidence is in this room, is in our communities, that this is the truth. and if we could widen our blinders and be willing to look at a few more colleges, maybe remove our own egos from the equation, we could accept and embrace this truth and then realize, it is hardly the end of the world, if our kids don’t go to one of those big brand-name schools.

证据就在我们这里，在我们的社区，这是事实。如果我们可以拓宽眼界，并乐意多看几所大学，也许能从这种情况中消除自我，我们接受这个事实并意识到，如果我们的孩子不能上名牌大学，这不是世界末日。

and more importantly, if their childhood has not been lived, according to tyrannical checklist then when they get to college, whichever one it is, well, they’ll have gone there on their own volition, fueled by their own desire, capable and ready to thrive there.

更重要的是，如果他们的童年不是遵循残暴的清单，那么当他们上了大学，无论哪一所大学，他们是凭着意志力取得的，由他们自己的渴望促成，有能力茁壮成长。

i have to admit something to you. i’ve got two kids i mentioned, sawyer and avery. they’re teenagers. and once upon a time, i think i was treating my sawyer and avery like little bonsai trees-that i was going to carefully clip and prune and shape into some perfect form of a human one of the most highly selective colleges.

我不得不向你们承认，之前提到的那两个孩子索耶和艾佛利。他们是青少年，曾经几何，我认为我对待索耶和艾佛利像小盆景，我要仔细修剪形成某些人类的完美形式，其中一所名牌大学。

but i’ve come to realize, after working with thousands of other people’s kids-and raising two kids of my own, my kids aren’t bonsai trees. they’re wildflowers of an unknown genus and species-and it’s my job to provide a nourishing environment, to strengthen them through chores and to love them so they can love others and receive love and the college, the major, the career, that’s up to them.

但我已经意识到，在与成千上万个孩子一起工作后，并自己培育两个小孩，我的小孩不是盆景数。他们是未知物种的野花，我的工作是提供营养丰富的环境，从家务活和爱他们中让他们变的更加坚强，因此他们能爱别人并接受到爱，对于大学，专业，职业，这取决于他们。

my job is not to make them become what i would have them become, but to support them in becoming their glorious selves.thank you!

我的工作不是使他们成为我所想的模样，而是支持他们成为最好的自己。谢谢。

孩子英语演讲稿 模板4

阅读小贴士：模板4共计3550个字，预计阅读时长9分钟。朗读需要18分钟，中速朗读24分钟，在庄重严肃场合朗读需要33分钟，有181位用户喜欢。

how to inspire every child to be a lifelong reader

演讲者：alvin irby

中英对照翻译

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 e_actly 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 ne_t 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 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.

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 fi_ating 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 bron_, 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, 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?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 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 e_periences that they find relevant andengaging.

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。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。

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 reading e_periences 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 two-way.students shouldn"t be viewed as empty buckets to be filled with facts 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 school policies that require students to sit statue-still or to work in complete silence -- these environments often e_clude the individual learning needs, theinterest and e_pertise 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 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 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 barbershop books.it"s a literacy non profit that creates child-friendly reading spaces in barbershops. 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.

这是为什么我创立了理发店书籍(barbershopbooks)。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。

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 e_periences. 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 20__ 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 e_change some of thechildren"s books that adults love so much for funny, silly or even gross books,like "gross greg".

学者出版社(scholastic)20__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》(grossgreg)(笑声)

"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 or grossreaction 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，(笑声)

dismantling the savage inequalities thatplague american education requires us to create reading e_periences thatinspire all children to say three words: i"m a reader.

黑人男孩应该有，并迫切需要更多。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。

thank you.(applause)

谢谢。(掌声)

孩子英语演讲稿 模板5

阅读小贴士：模板5共计4282个字，预计阅读时长11分钟。朗读需要22分钟，中速朗读29分钟，在庄重严肃场合朗读需要39分钟，有269位用户喜欢。

中英对照演讲稿

i remember my aunt brushing my hair when i was a child. i felt this tingling in my stomach, this swelling in my belly. all her attention on me, just me. my beautiful aunt bea, stroking my hair with a fine-bristled brush. do you have a memory like that that you can feel in your body right now?

我还记得小时候，阿姨给我梳头发的情景。我感到肚子有些麻痛，胃有点涨。她所有的注意力都在我身上，只在我身上。我那漂亮的bea阿姨，正在用一把上好的梳子帮我梳头。你们有过这样的回忆吗?现在还能够感觉到的。

before language, we"re all sensation. as children, that"s how we learn to differentiate ourselves in the world --through touch. everything goes in the mouth, the hands, on the skin. sensation-- it is the way that we first e_perience love. it"s the basis of human connection.

在学习语言之前，我们都是靠感觉的。作为孩子，那就是我们学习的途径通过触摸来区分自己和世界。通过嘴巴，双手和肌肤来接触一切。感觉是我们首次体验爱的方式。这也是人类连接的基础。

we want our children to grow up to have healthy intimate relationships. so as parents, one of the things that we do is we teach our children about se_. we have books to help us, we have se_ ed at school for the basics. there"s porn to fill in the gaps -- and it will fill in the gaps.

我们想让孩子们长大后能拥有健康亲密的关系。所以为人父母，其中一件事情就是教孩子性知识。我们有书本来帮助我们，我们有学校里面的性教育基础课，还有小黄片来查漏补缺。它确实可以查漏补缺。

we teach our children "the talk" about biology and mechanics, about pregnancy and safe se_, and that"s what our kids grow up thinking that se_ is pretty much all about. but we can do better than that.

我们跟孩子说教生物机制的知识，怀孕与安全性行为的知识，这就是孩子们长大后会把性联系在一起的东西。但我们可以做得更好。

we can teach our sons and daughters about pleasure and desire, about consent and boundaries, about what it feels like to be present in their body and to know when they"re not. and we do that in the ways that we model touch, play, make eye contact -- all the ways that we engage their senses. we can teach our children not just about se_, but about sensuality.

我们可以教会儿女们什么是欢愉和欲望，什么是同意和界限，以及身体的感受，并分清是与否。我们可以通过模拟触碰，玩耍，做眼神交流，等等所有可以调动他们感觉的方式来教育他们。我们不仅能教孩子们性，还能教他们感受。

this is the kind of talk that i needed as a girl. i was e_tremely sensitive, but by the time i was an adolescent, i had numbed out. the shame of boys mocking my changing body and then girls e_iling me for, ironically, my interest in boys, it was so much. i didn"t have any language for what i was e_periencing;

我还是小女孩时就很需要这种对话。我当时极度敏感，但当我步入青春期时，我已经变得迟钝了。男孩们嘲笑身体变化带来的羞耻感，女孩们也孤立我，讽刺的是，我对于男生的兴趣是如此强烈。我甚至找不出言语来形容当时的体验。

i didn"t know it was going to pass. so i did the best thing i could at the time and i checked out. and you can"t isolate just the difficult feelings, so i lost access to the joy, the pleasure, the play, and i spent decades like that, with this his low-grade depression, thinking that this is what it meant to be a grown-up.

我不知道这一阶段会经历过去。所以我做了当时能做到的最好的事，我退缩走开。但你无法隔离那艰难的感受，所以我失去了那个年纪的愉悦，开心，玩耍的机会。我十多年的时间就这样子度过，与这种抑郁低落的心情作伴。

for the past year, i"ve been interviewing men and women about their relationship to se_ and i"ve heard my story again and again. girls who were told they were too sensitive, too much. boys who were taught to man up -- "don"t be so emotional." i learned i was not alone in checking out. it was my daughter who reminded me of how much i used to feel.

以为这就是成长需要经历的东西。在过去一年里，我曾采访过一些男性和女性关于他们和性的关系，然后也不止一次听到了和自己类似的故事。女孩子被说教称她们过于敏感，男孩则被教导需要有男子气概，"不要这么情绪化。"于是我知道并不只我一个人退缩离开。是我女儿提醒了我过去的感受。

we were at the beach. it was this rare day. i turned off my cell phone, put in the calendar, "day at the beach with the girls." i laid our towels down just out of reach of the surf and fell asleep. and when i woke up, i saw my daughter drizzling sand on her arm like this, and i could feel that light tickle of sand on her skin and i remembered my aunt brushing my hair.

我们当时躺在沙滩上，那是一个难得的天气，我关掉了我的手机，在日历本上写下"和女儿在沙滩的日子"。在海水漫延不到的地方，我躺在我们的毛巾上，然后沉睡了下去。当我起来的时候，我看见女儿把沙子洒在她的胳膊上，就像这样。我可以感到痒痒的沙子摩擦皮肤的感觉，然后我又回想起阿姨轻梳我头发的情景。

so i curled up ne_t to her and i drizzled sand on her other arm and then her legs. and then i said, "hey, you want me to bury you?" and her eyes got really big and she was like, "yeah!" so we dug a hole and i covered her in sand and shells and drew this little mermaid tail. and then i took her home and lathered her up in the shower and massaged her scalp and i dried her off in a towel.

所以我在她身边蜷缩着，把沙子洒在她另一条胳膊上，再之后腿上。然后我说"嘿，你想要我用沙子埋了你吗?"她的眼睛瞬间睁得很大，然后兴奋地说"好啊!"所以我们挖了一个大洞，然后我用沙子和贝壳把她埋住，然后画了条小美人鱼尾巴。之后我带着她回家，在洗澡时给她全身打满泡泡，按摩她的头发，然后用毛巾把她擦干。

and i thought, "ah. how many times had i done that --bathed her and dried her off -- but had i ever stopped and paid attention to the sensations that i was creating for her?" i"d been treating her like she was on some assembly line of children needing to be fed and put to bed.

然后我想："啊，我做这件事多少次了"帮她揉泡泡，然后把她擦干。但我有停下来观察她对我做的这些事情的感觉吗?"一直以来，我对待她就像她在流水线上一样，就如同孩子被喂饱之后再被带到床上。

and i realized that when i dry my daughter off in a towel tenderly the way a lover would, i"m teaching her to e_pect that kind of touch. i"m teaching her in that moment about intimacy. about how to love her body and respect her body. i realized there are parts of the talk that can"t be conveyed in words.

然后我意识到当我用毛巾以一种爱人的温柔擦干她身体时，实际上我当时正在教导她对这种温柔的触摸抱以期待。我在教导她一种亲昵行为。以及怎样爱护她的身体并尊重她的身体。我意识到这是一场无法用言语来交流的谈话。

in her book, "girls and se_," writer peggy orenstein finds that young women are focusing on their partner"s pleasure, not their own. this is something i"m going to talk about with my girls when they"re older, but for now, i look for ways to help them identify what gives them pleasure and to practice articulating that.

在一本名为"女孩和性爱"的书中，作者peggyorenstein发现，年轻的女孩子更注重她们伴侣的欢愉，而不是她们自己的。这就是我要与我的女儿，当她们长大后，所要讨论的。但是目前，我在寻找让她们识别能够带来欢愉的方法，并练习如何表达愉悦。

"rub my back," my daughter says when i tuck her in. and i say, "ok, how do you want me to rub your back?" "i don"t know," she says. so i pause, waiting for her directions. finally she says, "ok, up and to the right, like you"re tickling me." i run my fingertips up her spine. "what else?" i ask. "over to the left, a little harder now."

"擦我后背。"在我用毛巾包裹住女儿时，她说然后我说"好的，你希望我怎样擦你后背呢?""我不知道，"她说。所以我停了下来，等待着她指示。最后她说"好吧，向上然后到右边就像你挠我痒痒一样。"然后我的手指就向上滑动到她的脊柱。"还要别的吗?"我问，"再左边，稍微用力一点。"

we need to teach our children how to articulate their sensations so they"re familiar with them. i look for ways to play games with my girls at home to do this. i scratch my fingernails on my daughter"s arm and say, "give me one word to describe this."

我们需要教会孩子们怎样准确表达他们的感受，这样他们才可以更熟悉自己。我寻找和女儿们通过在家里玩游戏来达到这个目的的方法。我用指甲刮着女儿的胳膊然后说："给个词语来形容下这个。"

"violent," she says. i embrace her, hold her tight. "protected," she tells me. i find opportunities to tell them how i"m feeling, what i"m e_periencing, so we have common language. like right now, this tingling in my scalp down my spine means i"m nervous and i"m e_cited.

"粗暴"她说。之后我拥抱了她，紧紧地抱住她。"受保护，"她说。我找到了机会告诉她们我的感受，我的经历是什么，所以我们有了共同语言。就像现在这样，像这样头皮发麻，脊背发凉意味着我很不安，很激动。

you are likely e_periencing sensations in response to me. the language i"m using, the ideas i"m sharing. and our tendency is to judge these reactions and sort them into a hierarchy: better or worse, and then seek or avoid them. and that"s because we live in this binary culture and we"re taught from a very young age to sort the world into good and bad.

你们可能因为我的描述而有了一种感官感受。我正在使用的语言，我正在分享的想法。我们趋向于评判这些反应，然后把它们划分阶级：好的还是坏的。然后寻找解决办法或者避免它。因为我们居住在这个二元社会我们很小的时候就被教导把世界分成好的和坏的一面。

"did you like that book?" "did you have a good day?" how about, "what did you notice about that story?" "tell me a moment about your day. what did you learn?" let"s teach our children to stay open and curious about their e_periences, like a traveler in a foreign land. and that way they can stay with sensation without checking out -- even the heightened and challenging ones -- the way i did, the way so many of us have.

"你喜欢那本书吗?""你今天过得好吗?"为什么不换成，"书上什么吸引了你?""说说今天有啥精彩的。""你学到了什么?"让我们教会孩子对于他们的经历保持开放和好奇的态度，就像一个到陌生岛屿的旅行者。这样他们就可以与感受相处，而不是想要逃避。即便在最具有挑战的环境中。而非像我以及我们很多人那样去逃避。

this sense education, this is education i want for my daughters. sense education is what i needed as girl. it"s what i hope for all of our children. this awareness of sensation, it"s where we began as children. it"s what we can learn from our children and it"s what we can in turn remind our children as they come of age.

这种感觉的教育，是我想要为我女儿们带来的教育，也是我在作为一个女孩时需要得到的教育，是我希望普及给所有孩子的教育。这种感觉意识，是我们作为儿童的开始，是我们可以从孩子身上学到的东西，也是我们可以反过来在孩子们逐渐长大时提醒他们的东西。

thank you.(applause)

谢谢大家(掌声)