遇到農(nóng)民工子女的獨(dú)特需要【外文翻譯】

1、本科畢業(yè)設(shè)計(jì)（論文）外文翻譯原文：原文：MeetingtheUniqueNeedsoftheChildrenofMigrantFarmWkers.ThemigrantpopulationisthemostundereducatedmajsubgroupintheUnitedStates.Thehighschooloutrateofthechildrenofmigrantfarmwkersis43percenthigherthananyo

2、thergroupintheUnitedStates(NationalCouncilofLaRaza1990).Itisestimatedthatover70percentofmigrantshavenotcompletedhighschool75percentarefunctionallyilliterate(Hodgkinson1985).Inadequateeducationcoupledwithmeagerlanguageski

3、llslimittheiremploymentpotentialfjobsthatoffernothingmethanalowhourlywage.Finstancemigrantfarmwkersearnlessthan$5000peryear(Rothenberg1998)wellshtoftheU.S.medianhouseholdincomeof$40800peryear(U.S.BureauoftheCensus1999)fa

4、rbelowthe2002U.S.povertylevelof$18100fafamilyoffourWiththattypeofincomemethantwothirdsofournationsmigranthouseholdsroughly75percentofmigrantchildrenlivebelowthenationalpovertyline(Davis1997).Withouteducationmanyoftheesti

5、mated800000migrantchildrenwillinherittheirparentsoccupationlifestyleastheyattempttosustainthemselves(Trotter1992).Thereasonsfthelackofeducationamongmigrantwkersaremanybutthemigrantlifestyleshighmobilityservesasthegreates

6、timpedimenttoeducationalsuccess.Estimatesindicatethatstudentsloseasmanyastwoweeksofschoolpermovewith25percentofmigrantstudentsenrollinginschoolmethanthirtydaysafterthenewschoolyearbegins(ResearchTriangleInstitute1992).No

7、tonlydotheygetalatestartbut“somemigrantfamiliesmoveinoutofschooldistrictsasmanyastentimesduringasingleschoolyear“(Trotter199215).Thefrequentchangesfcethechildrentomakenumerousadjustmentstonewfriendsacademicexpectationsva

8、ryinggraduationrequirements(Whittaker1997).Migrantfamiliesoccupyalowstatusincommunitiesbecauseoftheirwklanguagedifferencesethnicbackground.Thelanguagebarrierisolatesmigrantfamiliescreatestensionwithlocalresidents(Fd1988)

9、.Migrantchildrensensethattheydonotbelongtheirfeelingsofinferiityareoftenreinfcedbytheirpeersthoughtlessnessteasing.Thesituationwsenswhenmigrantsbecomevictimsofstereotypesplayedoutinthefmofprejudicediscrimination.Fexample

10、teachersoftenbelievethatstudentswithpoEnglishskillsare“slow“therefegroupthemaccdingly.Thishindersthechildrensacademicdevelopmentplaysasignificantroleinpromotinglowselfesteem(Trotter1992).Migrantstudents“frequentlyfindthe

11、mselvesinonetraumaticsituationafteranother....Theirconfidenceisshakendailywitheachpassingyeartheyshowanincreasinglackoftrustintheschoolcommunitythelargersociety“(KingStoops198021).Theinterruptionsintheireducationtheinabi

12、lityoftheschooltoundersttheirteachersbelievemigrantstereotypesofteninfluencetheirteachingtheypointoutthatallteachersneedtoreflectontheirviewsofmigrantstudentshowstereotypesmightaffecttheirteaching.Fromdailyobservationsit

13、becameapparentthatclassroomsituationsderogatycommentsbystudentscolleaguescommunitymembersservedasacatalystfteacherscriticalreflection.Teacherssuggestedthatbasedonthosesituationseducatsmustconsiderquestionssuchasthefollow

14、ing:WhatstereotypesdoIholdofmigrantstudentsHavethosestereotypesinfluencedmythinkingdecisionsbehaviInclasswhathiddenmessagesdoItransmitregardingmigrantstudentsWhatroledoIplayinchangingstudentsotherfacultysattitudestowardm

15、igrantstudentsTowhatdegreeshouldmigrantstudentsbefcedtoassimilateDoIeverconsidertheculturalbackgroundofmigrantstudentsHowwillIhleparticularsituationsthatmightoccurwithmigrantstudentsNotonlyshouldteachersreflectontheirbel

16、iefsviewsbuttheymustconsiderhoweducationalpracticesmightwktodiscouragedisadvantagemigrantstudents.Someoftheteacherssurveyedexpressedthefrustrationembarrassmentfeelingsofinadequacythatoftenresultfromthereflectiveprocess.H

17、owevertheybelievethatallteachersadministratsmustengageinthisprocessifneededchangetheirviewsteachingpractices.Itseemsthatthemeteachersreflectabouttheirteachingofmigrantstudentsthemeawaretheybecomeoftheuniqueneedsofmigrant

18、students.ThisawarenessenablesthemtomakebettersenseoftheirwkatschoolinturnmeettheneedsofmigrantstudentswhichsupptsPalmersargumentthat“themostpracticalthingwecanachieveinanykindofwkisinsightintowhatishappeninginsideusaswed

19、oit“(19985).Criticalreflectionprovidesuswiththeinsighttoguideourpractice.CulturalConflicts:TheWaysMigrantStudentsSeetheWldPrewittDiazTrotterRivera(1990)arguethatalthoughmigrantchildrencomefromdifferentculturesgeographica

20、reastheyseemtohavedevelopedcommonbeliefsvaluesnmscustomswaysofseeingunderstingthewld.Notonlydoesamigrantcultureexistbutitaccompaniesstudentstoschooloftenservesasasourceofconflictbetweenmigrantstudentstheschoolsvaluesbeli

21、efs.InschoolteacherspraisestudentsfsuchtraitsasbeingrespectfulindustriousobedientdressingactinginapleasingwayHowevermanyofthetraitsvaluedbyschoolsaretoagreatextentculturallyinscribed.Studentswhoseculturalbackgroundbehavi

22、harmonizewithfacultyexpectationsareconsideredacademicallysociallysuperiaretreatedaccdingly.Studentswhoseculturalvaluesarenotasacademicallyprizedarelabeledasdisrespectfulunmotivatedtroublemakersamongothernegativeattribute

23、s.Thismislabelingoftenhappenstomigrantstudentsinpublicschools.Bothteachersmigrantstudentsindicatedthatmigrantcultureincludesastrongsenseoffamilyloyaltyawillingnesstofightdefendfamilymembersaviewoflifesituationsastempary.