TED Residency
Alvin Irby: How to inspire every child to be a lifelong reader
艾文·尔比: 如何激发每个孩子成为终生阅读者
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根据美国教育部统计，超过85%的四年级黑人男孩不擅长阅读。我们应该创造怎样的阅读体验来确保所有孩子能够良好地阅读？在这个促使大家重新思考我们如何教授阅读的演讲中，教育家兼作家艾文·尔比解释了许多黑人男孩面临的阅读挑战，并向我们讲述了有文化能力的教育者如何帮助所有孩子认同他们自己是阅读者。
Alvin Irby - Educator, comedian, social entrepreneur, author
Whether speaking to barbers about early literacy, entertaining strangers at comedy clubs, or reading to kindergarteners at a local school, TED Resident Alvin Irby endeavors to make learning relevant and engaging. Full bio
Whether speaking to barbers about early literacy, entertaining strangers at comedy clubs, or reading to kindergarteners at a local school, TED Resident Alvin Irby endeavors to make learning relevant and engaging. Full bio
Double-click the English transcript below to play the video.
00:12
As an elementary school teacher,
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作为一名小学教师，
00:14
my mom did everything she could
to ensure I had good reading skills.
to ensure I had good reading skills.
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我母亲竭尽所能以确保
我有良好的阅读能力。
我有良好的阅读能力。
00:20
This usually consisted of weekend
reading lessons at our kitchen table
reading lessons at our kitchen table
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她通常在周末时在餐桌前教我阅读，
00:24
while my friends played outside.
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而此时我的朋友们在外玩耍。
我的阅读能力提高了，
00:26
My reading ability improved,
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00:29
but these forced reading lessons
didn't exactly inspire a love of reading.
didn't exactly inspire a love of reading.
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但这种强迫式的阅读教学
并没有激发我对阅读的热爱。
并没有激发我对阅读的热爱。
00:35
High school changed everything.
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到高中时，这一切改变了。
00:38
In 10th grade, my regular English class
read short stories and did spelling tests.
read short stories and did spelling tests.
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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。
阅读短篇故事和测试拼写。
00:45
Out of sheer boredom, I asked
to be switched into another class.
to be switched into another class.
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因为感觉实在无聊，
我要求转去另一门课。
我要求转去另一门课。
00:48
The next semester,
I joined advanced English.
I joined advanced English.
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在下一个学期，
我加入了高阶英语课。
我加入了高阶英语课。
00:52
(Laughter)
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（笑声）
00:53
We read two novels and wrote
two book reports that semester.
two book reports that semester.
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那学期，我们要读两本小说
并写两篇读书报告。
并写两篇读书报告。
00:57
The drastic difference and rigor
between these two English classes
between these two English classes
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这两门英语课之间的
巨大差异和严格程度
巨大差异和严格程度
01:01
angered me and spurred questions like,
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让我很生气也引发了像这样的问题，
01:05
"Where did all these
white people come from?"
white people come from?"
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“这些白人是从哪来的？”
01:07
(Laughter)
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（笑声）
01:09
My high school was over
70 percent black and Latino,
70 percent black and Latino,
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黑裔和拉丁美洲裔学生
在我的高中占学生总数的70%，
在我的高中占学生总数的70%，
01:13
but this advanced English class
had white students everywhere.
had white students everywhere.
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但这门高阶英语课上遍布着白人学生
01:18
This personal encounter
with institutionalized racism
with institutionalized racism
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这样的制度化种族主义的个人遭遇
01:22
altered my relationship
with reading forever.
with reading forever.
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永久地改变了我与阅读的关系。
01:25
I learned that I couldn't depend
on a school, a teacher or curriculum
on a school, a teacher or curriculum
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我发现我不能依赖于一个学校，
一位老师或课程
一位老师或课程
01:29
to teach me what I needed to know.
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来教我那些我需要知道的。
01:31
And more out of like, rebellion,
than being intellectual,
than being intellectual,
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主要因为叛逆，而非理智，
01:35
I decided I would no longer allow
other people to dictate
other people to dictate
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我决定我再也不会让其他人来决定
01:39
when and what I read.
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我应该在何时阅读以及阅读什么。
01:41
And without realizing it,
I had stumbled upon a key
I had stumbled upon a key
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我已偶然发现了一把帮助孩子阅读的钥匙，
01:45
to helping children read.
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虽然我当时并没有意识到这一点。
01:47
Identity.
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那就是认同。
01:49
Instead of fixating on skills
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不应只专注于技能
01:52
and moving students
from one reading level to another,
from one reading level to another,
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和将学生从一个阅读级别
升到下一级，
升到下一级，
01:55
or forcing struggling readers
to memorize lists of unfamiliar words,
to memorize lists of unfamiliar words,
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或逼迫阅读有困难的学生
去记忆不熟悉的字列，
去记忆不熟悉的字列，
02:01
we should be asking ourselves
this question:
this question:
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我们应当问我们自己这个问题：
02:05
How can we inspire children
to identify as readers?
to identify as readers?
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我们如何启发孩子们
认同自己是阅读者？
认同自己是阅读者？
02:10
DeSean, a brilliant first-grader
I taught in the Bronx,
I taught in the Bronx,
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迪翔，一位我在布朗克斯区教过的
聪明的一年级学生，
聪明的一年级学生，
02:15
he helped me understand
how identity shapes learning.
how identity shapes learning.
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他帮助我懂得了
认同感如何塑造学习行为。
认同感如何塑造学习行为。
02:18
One day during math,
I walk up to DeSean, and I say,
I walk up to DeSean, and I say,
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有一天在数学课上，
我走向迪翔，说，
我走向迪翔，说，
02:22
"DeSean, you're a great mathematician."
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”迪翔，你是个很棒的数学家。“
02:25
He looks at me and responds,
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他看着我回答说，
02:27
"I'm not a mathematician,
I'm a math genius!"
I'm a math genius!"
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”我不是个数学家，
我是个数学天才！“
我是个数学天才！“
02:29
(Laughter)
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（笑声）
02:31
OK DeSean, right?
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好吧，迪翔，是吧？
02:34
Reading?
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阅读呢？
02:35
Completely different story.
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情形完全不同。
02:37
"Mr. Irby, I can't read.
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他说：“尔比先生，我不会阅读。
02:39
I'm never going to learn
to read," he would say.
to read," he would say.
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我永远也学不会阅读。"
02:42
I taught DeSean to read,
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我教会了迪翔去阅读，
02:44
but there are countless black boys
who remain trapped in illiteracy.
who remain trapped in illiteracy.
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但有无数黑人男孩们仍然是文盲。
02:50
According to the US
Department of Education,
Department of Education,
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根据美国教育部统计，
02:53
more than 85 percent
of black male fourth graders
of black male fourth graders
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超过85%的四年级黑人学生
02:57
are not proficient in reading.
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不擅长阅读。
02:59
85 percent!
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85%！
03:02
The more challenges
to reading children face,
to reading children face,
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孩子们面对的阅读挑战越多，
03:07
the more culturally competent
educators need to be.
educators need to be.
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教育者们所需要的文化能力越高。
03:11
Moonlighting as a stand-up comedian
for the past eight years,
for the past eight years,
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在过去八年兼职做喜剧演员时，
03:15
I understand the importance
of cultural competency,
of cultural competency,
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我了解到文化能力的重要性，
03:18
which I define as the ability to translate
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我认为这种能力可以把
03:20
what you want someone else
to know or be able to do
to know or be able to do
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你想要别人知道或能够做到的，
03:25
into communication or experiences
that they find relevant and engaging.
that they find relevant and engaging.
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翻译成他们认为与之有关
且愿意参与的交流或体验。
且愿意参与的交流或体验。
03:30
Before going on stage,
I assess an audience.
I assess an audience.
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在上台之前，我会评估观众。
03:33
Are they white, are they Latino?
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他们是白人？拉丁美洲人？
03:36
Are they old, young,
professional, conservative?
professional, conservative?
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他们年长、年轻、专业、还是保守？
03:40
Then I curate and modify my jokes
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然后我会策划和修改我的笑话
03:43
based on what I think
would generate the most laughter.
would generate the most laughter.
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依据我对怎样能
引发更多笑声的考量。
引发更多笑声的考量。
03:46
While performing in a church,
I could tell bar jokes.
I could tell bar jokes.
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我在教堂表演时可以说个酒吧笑话。
03:50
But that might not result in laughter.
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但可能根本没人会笑。
03:52
(Laughter)
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（笑声）
03:54
As a society, we're creating
reading experiences for children
reading experiences for children
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在社会环境中，
我们为孩子们创造阅读体验
我们为孩子们创造阅读体验
03:59
that are the equivalent
of telling bar jokes in a church.
of telling bar jokes in a church.
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就像是在教堂里讲酒吧笑话。
04:03
And then we wonder
why so many children don't read.
why so many children don't read.
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然后我们纳闷
为什么这么多孩子不阅读。
为什么这么多孩子不阅读。
04:07
Educator and philosopher Paulo Freire
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教育家兼哲学家保罗·弗莱雷
04:10
believed that teaching and learning
should be two-way.
should be two-way.
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相信教和学应该是双向的。
04:13
Students shouldn't be viewed
as empty buckets to be filled with facts
as empty buckets to be filled with facts
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学生们不应被看作是
需要被填满事实的空桶，
需要被填满事实的空桶，
04:18
but as cocreators of knowledge.
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而应是知识的共同创作者。
04:21
Cookie-cutter curriculums
and school policies
and school policies
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一刀切的课程和学校政策
04:25
that require students to sit statue-still
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要求学生端坐
04:28
or to work in complete silence --
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或保持安静——
04:30
these environments often exclude
the individual learning needs,
the individual learning needs,
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这些环境通常抑制了
孩子们的个体学习需求、
孩子们的个体学习需求、
04:35
the interest and expertise of children.
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兴趣和专长。
04:39
Especially black boys.
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尤其是黑人男孩们。
04:41
Many of the children's books
promoted to black boys
promoted to black boys
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很多给黑人男孩的儿童书籍
04:44
focus on serious topics, like slavery,
civil rights and biographies.
civil rights and biographies.
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都聚焦在诸如奴隶制、
公民权利和传记这样的严肃主题。
公民权利和传记这样的严肃主题。
04:50
Less than two percent of teachers
in the United States are black males.
in the United States are black males.
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黑人男性在美国教师中
占比不到2%。
占比不到2%。
04:54
And a majority of black boys
are raised by single mothers.
are raised by single mothers.
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大多数黑人男孩由单亲母亲抚养。
04:58
There are literally young black boys
who have never seen a black man reading.
who have never seen a black man reading.
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甚至还有黑人男孩
从来没见过一个黑人男性阅读。
从来没见过一个黑人男性阅读。
05:04
Or never had a black man
encourage him to read.
encourage him to read.
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或从来没有被一个黑人男性
去鼓励阅读。
去鼓励阅读。
05:09
What cultural factors,
what social cues are present
what social cues are present
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有什么文化因素、社会诱因
05:14
that would lead
a young black boy to conclude
a young black boy to conclude
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来使得一个黑人男孩觉得
05:16
that reading is even
something he should do?
something he should do?
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阅读是一件他应该做的事？
05:19
This is why I created Barbershop Books.
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这是为什么我创立了理发店书籍
（Barbershop Books）。
（Barbershop Books）。
05:24
It's a literacy nonprofit
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这是一个扫盲的非营利组织
05:26
that creates child-friendly
reading spaces in barber shops.
reading spaces in barber shops.
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旨在理发店里
创造对孩子们友好的阅读空间。
创造对孩子们友好的阅读空间。
05:31
The mission is simple:
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使命很简单：
05:33
to help young black boys
identify as readers.
identify as readers.
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就是帮助年少的黑人男孩
认同自己是阅读者。
认同自己是阅读者。
05:37
Lots of black boys go to the barber shop
once or twice a month.
once or twice a month.
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很多黑人男孩每月去理发店一两次。
05:41
Some see their barbers
more than they see their fathers.
more than they see their fathers.
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有些孩子见到理发师的次数
比见到他们父亲的次数还多。
比见到他们父亲的次数还多。
05:46
Barbershop Books connects reading
to a male-centered space
to a male-centered space
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理发店连接着阅读
和以男性为主导的空间
和以男性为主导的空间
05:50
and involves black men
and boys' early reading experiences.
and boys' early reading experiences.
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并让黑人男性参与到
男孩早期阅读体验中。
男孩早期阅读体验中。
05:55
This identity-based reading program
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这个基于认同的阅读计划
05:57
uses a curated list of children's books
recommended by black boys.
recommended by black boys.
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使用由黑人男孩推荐的
儿童书籍清单。
儿童书籍清单。
06:01
These are the books
that they actually want to read.
that they actually want to read.
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这些是他们想要去读的书。
06:06
Scholastic's 2016 Kids and Family Report
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学者出版社（Scholastic）
2016年的儿童与家庭报告
2016年的儿童与家庭报告
06:10
found that the number one thing
children look for when choosing a book
children look for when choosing a book
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发现孩子们在选书时首先会找
06:16
is a book that will make them laugh.
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让他们发笑的书。
06:19
So if we're serious about helping
black boys and other children to read
black boys and other children to read
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所以如果我们真要帮助
黑人男孩和其他孩子去主动阅读，
黑人男孩和其他孩子去主动阅读，
06:24
when it's not required,
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而不是强迫阅读时，
06:26
we need to incorporate
relevant male reading models
relevant male reading models
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我们需要将相关的男性阅读模型
融入到早期识字学习中。
06:29
into early literacy.
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06:31
In exchange, some of the children's books
that adults love so much
that adults love so much
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有些儿童书籍成人们也非常喜欢
06:36
for funny, silly or even gross books,
like "Gross Greg".
like "Gross Greg".
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那些有趣、愚蠢、甚至恶心的书，
像《恶心的格雷》（Gross Greg）
像《恶心的格雷》（Gross Greg）
（笑声）
06:41
(Laughter)
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06:45
"You call them boogers.
Greg calls them delicious little sugars."
Greg calls them delicious little sugars."
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”你称它为鼻屎。
格雷称它为美味的小糖。“
格雷称它为美味的小糖。“
06:50
(Laughter)
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（笑声）
那些笑声、正面的反应
06:52
That laugh, that positive reaction
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06:56
or gross reaction some of you just had,
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或你们有些人觉得恶心的反应，
06:58
(Laughter)
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（笑声）
黑人男孩应该有，并迫切需要更多。
06:59
black boys deserve
and desperately need more of that.
and desperately need more of that.
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消除困扰着美国教育的野蛮不平等
07:05
Dismantling the savage inequalities
that plague American education
that plague American education
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需要我们创造阅读体验
07:09
requires us to create reading experiences
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来激发所有孩子们说出这些词：
07:13
that inspire all children
to say three words:
to say three words:
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我是阅读者。
07:17
I'm a reader.
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07:19
Thank you.
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谢谢。
（掌声）
07:20
(Applause)
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ABOUT THE SPEAKER
Alvin Irby - Educator, comedian, social entrepreneur, authorWhether speaking to barbers about early literacy, entertaining strangers at comedy clubs, or reading to kindergarteners at a local school, TED Resident Alvin Irby endeavors to make learning relevant and engaging.
Why you should listen
Alvin Irby is a former kindergarten teacher turned social entrepreneur. He is founder and chief reading inspirer at Barbershop Books, a nonprofit organization that creates child-friendly reading spaces in barbershops and provides early literacy training to barbers. His work connecting reading to male-centered spaces and involving men in boys’ early reading experiences earned him the National Book Foundation's 2017 Innovations in Reading Prize.
As a cultural competency specialist, Irby trains educators and administrators to translate learning objectives for children or adults into relevant and engaging communication and experiences. Irby's nationally recognized keynotes and workshops excavate his eclectic professional and personal life to better understand and address one of American education’s greatest challenges - cultivating children’s intrinsic motivation to read.
Irby's debut children’s book, Gross Greg, combines his passion for early literacy and comedy; it is a laugh-out-loud story that captures the hilariously gross behavior of kids everywhere. His clever social commentary and astute observations shine through in his 2012 comedy album They Know Too Much. One of the highlights of Irby's comedy career was being selected as a 2015 StandUp NBC national finalist and performing at the legendary Hollywood Improv in Los Angeles, CA.
Irby holds a Masters in Childhood Education from the Bank Street Graduate School of Education, a Masters in Public Administration from the Wagner School of Public Service at New York University, and a Bachelors in Sociology from Grinnell College.
Alvin Irby | Speaker | TED.com