遇到农民工子女的独特需要外文翻译

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1、中文 3610 字 本科毕业设计（论文） 外文翻译 原文 ： Meeting the Unique Needs of the Children of Migrant Farm Workers. The migrant population is the most undereducated major subgroup in the United States. The high school dropout rate of the children of migrant farm workers is 43 percent, higher than any other group in th

2、e United States (National Council of La Raza 1990). It is estimated that over 70 percent of migrants have not completed high school, and 75 percent are functionally illiterate (Hodgkinson 1985). Inadequate education coupled with meager language skills limit their employment potential for jobs that o

3、ffer nothing more than a low hourly wage. For instance, migrant farm workers earn less than $5,000 per year (Rothenberg 1998), well short of the U.S. median household income of $40,800 per year (U.S. Bureau of the Census 1999) and far below the 2002 U.S. poverty level of $18,100 for a family of four

4、 With that type of income, more than two-thirds of our nations migrant households and roughly 75 percent of migrant children live below the national poverty line (Davis 1997). Without education, many of the estimated 800,000 migrant children will inherit their parents occupation and lifestyle as the

5、y attempt to sustain themselves (Trotter 1992). The reasons for the lack of education among migrant workers are many, but the migrant lifestyles high mobility serves as the greatest impediment to educational success. Estimates indicate that students lose as many as two weeks of school per move, with

6、 25 percent of migrant students enrolling in school more than thirty days after the new school year begins (Research Triangle Institute 1992). Not only do they get a late start, but some migrant families move in and out of school districts as many as ten times during a single school year (Trotter 19

7、92, 15). The frequent changes force the children to make numerous adjustments to new friends, academic expectations, and varying graduation requirements (Whittaker 1997). Migrant families occupy a low status in communities because of their work, language differences, and ethnic background. The langu

8、age barrier isolates migrant families and creates tension with local residents (Ford 1988). Migrant children sense that they do not belong, and their feelings of inferiority are often reinforced by their peers thoughtlessness and teasing. The situation worsens when migrants become victims of stereot

9、ypes played out in the form of prejudice and discrimination. For example, teachers often believe that students with poor English skills are slow and therefore group them accordingly. This hinders the childrens academic development and plays a significant role in promoting low self-esteem (Trotter 19

10、92). Migrant students frequently find themselves in one traumatic situation after another. . . . Their confidence is shaken daily, and with each passing year, they show an increasing lack of trust in the school, community, and the larger society (King-Stoops 1980, 21). The interruptions in their edu

11、cation and the inability of the school to understand their culture and meet their needs slowly deplete the childs perseverance toward graduation and play a major role in migrant students dropping out of school (Velazquez 1996). With so many obstacles in the path of their educational success, rural m

12、igrant students may be the most disadvantaged student population in America (Perry 1997). Findings and Results The findings present several important problems that schools must understand and address to meet the needs of migrant students. Overall, findings indicate that there are several obstacles t

13、o the educational success of migrant students. First, many of the teachers were unaware of their own beliefs about migrant students and were influenced by stereotypes that guided their behavior and actions. In interviews, teachers pointed out that they often lacked insight into their own teaching an

14、d how their view of migrant students played out in the classroom through the formal, hidden, and null curricula. For example, one teacher who grew up in the county where the school was located talked about how he had become aware of the stereotype he once held that migrant parents and their children

15、 did not value education or the opportunities that schools provided. He believed that type of thinking lowered his expectations of migrant students, which clearly affected their education. Although the teachers understood the importance of integrating migrant culture into their teaching, several fel

16、l short in developing complex understandings of not only migrant culture, but also how the use of migrant students cultural backgrounds can enhance their self-concepts and improve their chances for educational success. Every teacher interviewed talked about the need to understand migrant culture and

17、 to attempt to integrate that culture into the classroom in a meaningful way. Later discussion demonstrates teachers various levels of accomplishment in doing that. Finally, migrant students voiced their views of the problem areas that hamper their education and create trouble with teachers and othe

18、r students. The students provided insight into several aspects of migrant culture that cause conflict with teachers and fellow students who fail to consider migrant perspectives. In the following discussion, I address the above issues more fully, provide examples, and offer suggestions as to how tea

19、chers can better meet the needs of migrant students. Critical Reflection: The Less Familiar Part of Teaching The SMEP teachers who participated in this study indicated a need to engage in deliberate critical reflection to reveal their own prejudices or negative feelings, which are grounded in stereo

20、types about migrant families. Critical reflection is a deliberate, ongoing process of critically examining and refining educational practices, while considering the personal, pedagogical, social, and ethical aspects of teaching and schooling (Han 1995). The teachers argued that an essential part of

21、this process is a conscious effort to examine some of the stereotypes that are embedded within a teachers view of the world. More important is an understanding of the influence that those stereotypes have, because prejudices are not typically expressed as simple exclusionary rules or hateful epithet

22、s. They are often cultural beliefs subtly enacted by well-meaning classmates and teachers, and their most devastating effects work from within the psyche of the affected person (Oakes and Lipton 1999, 202). Because the teachers believe migrant stereotypes often influence their teaching, they point o

23、ut that all teachers need to reflect on their views of migrant students and how stereotypes might affect their teaching. From daily observations, it became apparent that classroom situations or derogatory comments by students, colleagues, and community members served as a catalyst for teachers criti

24、cal reflection. Teachers suggested that, based on those situations, educators must consider questions such as the following: What stereotypes do I hold of migrant students? Have those stereotypes influenced my thinking, decisions, or behavior? In class, what hidden messages do I transmit regarding m

25、igrant students? What role do I play in changing students and other facultys attitudes toward migrant students? To what degree should migrant students be forced to assimilate? Do I ever consider the cultural background of migrant students? How will I handle particular situations that might occur wit

26、h migrant students? Not only should teachers reflect on their beliefs and views, but they must consider how educational practices might work to discourage or disadvantage migrant students. Some of the teachers surveyed expressed the frustration, embarrassment, or feelings of inadequacy that often re

27、sult from the reflective process. However, they believe that all teachers and administrators must engage in this process and, if needed, change their views and teaching practices. It seems that the more teachers reflect about their teaching of migrant students, the more aware they become of the uniq

28、ue needs of migrant students. This awareness enables them to make better sense of their work at school and in turn meet the needs of migrant students, which supports Palmers argument that the most practical thing we can achieve in any kind of work is insight into what is happening inside us as we do

29、 it (1998, 5). Critical reflection provides us with the insight to guide our practice. Cultural Conflicts: The Ways Migrant Students See the World Prewitt-Diaz, Trotter, and Rivera (1990) argue that although migrant children come from different cultures and geographic areas, they seem to have develo

30、ped common beliefs, values, norms, customs, and ways of seeing and understanding the world. Not only does a migrant culture exist, but it accompanies students to school and often serves as a source of conflict between migrant students and the schools values and beliefs. In school, teachers praise st

31、udents for such traits as being respectful, industrious, and obedient, or dressing and acting in a pleasing way However, many of the traits valued by schools are, to a great extent, culturally inscribed. Students whose cultural background and behavior harmonize with faculty expectations are consider

32、ed academically and socially superior and are treated accordingly. Students whose cultural values are not as academically prized are labeled as disrespectful or unmotivated troublemakers, among other negative attributes. This mislabeling often happens to migrant students in public schools. Both teachers