2020年09月四级第2套长篇阅读匹配原文翻译及答案

A) I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had been asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that "San Francisco" translated to "Gold Mountain" in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I'd have the chance to learn about them.

我依然记得四年级时的社会研究项目。我们班当时正在学习淘金热，这是所有加州四年级学生都会接触的内容。我为此感到兴奋，因为我被分配去研究那个时代的中国移民。在旧金山湾区长大的我一直知道，“旧金山”在中文里被译为“金山”。自从19世纪50年代中国移民抵达北加州海岸，渴望在金矿中碰碰运气时起，这个名字就沿用了下来。现在我终于有机会了解他们。

B) My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian's hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation's first Chinatown. That was it.

我的兴奋转瞬即逝。我记得和同学一起去图书馆寻求帮助，也记得图书管理员的犹豫。她最终领着我穿过一排又一排的书架，走到图书馆的一个角落，从书架上抽出一本超大的书。她查阅了索引，翻到一页关于加州早期中国移民的内容。这就是我在整个学校图书馆里能找到的全部资料——而这所图书馆位于美国第一个唐人街所在地的旧金山。仅此而已。

C) I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren't the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?

直到大学选修了一门亚裔美国人历史入门课，我才有机会深入了解像我这样的亚裔美国人，以及我们是如何成为美国社会肌理的一部分。这门课让我大开眼界。我意识到在我的成长过程中，教科书缺失了多少内容。多年来，我从未在阅读、观看、聆听或学习中接触到与我背景相似的人，这塑造了我的身份认同。我感到不解，为什么亚裔美国人的故事、历史和贡献没有在从幼儿园到十二年级的学校里，尤其是小学阶段，得到教授？为什么至今仍未教授？

D) Our students—Asian, Latino, African American, Native American, and, yes, white—stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.

我们的学生——无论是亚裔、拉丁裔、非裔、美国原住民，还是白人——都能从多元文化课程中受益。当有色人种学生在学习中看到自己的影子时，他们的参与度会更高，成绩也会更好。研究还发现，白人学生也能因受到挑战并接触新视角而受益。

E) For decades, activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they're quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don't, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don't hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.

几十年来，活动人士一直呼吁学校提供反种族主义或多元文化课程。然而，美国传统的从幼儿园到十二年级课程仍从欧洲中心视角进行讲授。多元文化往往只是将有色人种儿童融入照片，或创造一些恰好属于少数族裔的配角——这虽有进步，但依然流于表面。小学课堂会庆祝文化节日——农历新年！红包！舞狮！——但对亚裔美国人所面临的挑战和不公却轻描淡写。例如，大多数学生不会了解到曾长期禁止亚裔移民美国的法律。他们也无从知晓东南亚难民为何以及如何必须在这里重建生活的经历。

F) Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California's history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.

对学生课堂所学的研究揭示了其缺失之多。在一份分析中，加州州立大学蒙特雷湾分校专业研究学院的教授克里斯汀·斯利特审查了加州的历史和社会研究框架，即由州教育工作者确定并影响从幼儿园到十二年级课堂教学内容的课程。在推荐学习的近100位美国人中，77%是白人，18%是非裔美国人，4%是美国原住民，1%是拉丁裔。没有一位亚裔美国人。

G) Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. "There hasn't been much progress," says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.

更糟糕的是，当亚裔美国人出现在课本中时，往往伴随着各种问题。“进展不大，”都会州立大学助理教授尼古拉斯·哈特勒普说。他在2016年对从幼儿园到十二年级的社会研究课本和教师手册的研究发现，亚裔美国人的代表性充其量很差，最坏的情况则是遭受种族主义漫画的丑化。亚裔美国人内部巨大的多样性被忽视；例如，很少提及南亚人或太平洋岛民。而且，在图片中，亚裔美国人往往以刻板形象出现，例如工程师。

H) Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they're few and far between. In California, 66% of K-12 teachers are white, compared with a student population that is 76% students of color. Nationwide, the gap is even greater. It isn't a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.

拥有多元文化背景或受过相关培训的教师或许能够克服此类课程挑战，但这样的教师凤毛麟角。在加州，66%的从幼儿园到十二年级教师是白人，而学生群体中有色人种占76%。在全国范围内，这一差距更大。教师与学生具有相同的种族或族裔背景并非必要条件，但这种失衡带来了挑战，从无意识偏见的可能性到讨论种族和文化时知识或经验的欠缺。

I) How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it's not so much about the teacher's background, but about training. "You can have a great curriculum but if you don't have teachers dedicated (专注于) to teaching it well," she says, "it won't work as well as you want it to."

旧金山州立大学亚裔美国人研究教授艾莉森·廷蒂昂科-库巴莱斯表示，如何教授种族和族裔问题至关重要。她补充说，这更多关乎教师的培训，而非背景。“你可以有很好的课程，但如果没有教师致力于教好它，”她说，“效果就不会如你所愿。”

J) Some teachers are finding ways to expose students to Asian-American issues—if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to "experience" it themselves: They will race each other to build a railroad model on the playground, with some students being forced to "work" longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he's exposing the students to how Chinese Americans contributed to the U.S., something that he didn't get as a student growing up in the San Francisco Bay Area. "I planted the seeds early," he says. "That's what I'm hoping for."

一些教师正在寻找方法让学生接触亚裔美国人议题——如果不是在校内时间，就在校外。今年夏天，黄威尔将在加州奥克兰一个致力于中国文化和华裔美国人社区的日间营地，带领一班即将升入五年级的学生。例如，他的学生将学习中国移民如何在加州修建铁路，甚至有机会亲自“体验”：他们将在操场上竞赛搭建铁路模型，部分学生将被迫“工作”更长时间、更快速度，却只获得更低的工资。黄威尔在学年期间是一名中学教师，他希望自己能让学生了解华裔美国人对美国的贡献，这是他本人在旧金山湾区成长过程中未曾学到的。“我早早播下了种子，”他说。“这正是我的期望。”

K) And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at their high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation's youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.

而且，尽管遭遇挫折，潮流可能终于开始转变。加州立法者去年通过了一项法案，将把族裔研究引入所有公立高中。包括旧金山和洛杉矶在内的一些学区已在高中开设了族裔研究课程。波特兰、芝加哥等地的高中也已实施或即将引入族裔研究课程。随着更多高中开始教授这门课程，中学乃至不可避免的小学，也可能打开大门，纳入真正更加多元化的课程。这样做将向全国最年轻的公民传递一个重要信息：无论你的种族或族裔是什么，你都很重要。你的历史很重要。你的故事很重要。