(单词翻译:单击)
听力文本
Bilingual Teachers in Short Supply Across America
About 10 percent of public school students in the United States are English language learners. In some states, that number is much higher.
In California, for example, 38 percent of students enter the public school system as English learners. Overall, about 21 percent of California public school students are considered English learners.
For years, these students had few chances to receive a bilingual education or take special classes for English learners. In 1998, California voters passed a measure that ended many programs for English language learners, in favor of English-only education. The measure was known as Proposition 227, or the "English in Public Schools" measure.
In November 2016, that measure was overturned. Today, California public schools are working to bring in and expand bilingual offerings.
However, progress has been slow. School systems across the state say they simply do not have enough qualified, bilingual educators to serve their students.
California is not alone in this struggle. Thirty other states and the District of Columbia report shortages of teachers in the areas of bilingual instruction and English as a Second Language.
Observers fear a continued shortage will further harm English learners' chances for a meaningful education.
But there are national and local efforts underway to find solutions. We talk about those today.
First, we will discuss the population involved.
An estimated five million students in the country are considered English language learners, or ELLs. Such students are the fast-growing group in U.S. public schools.
Last month, the Council of Great City Schools published its latest findings on English learners. The report looked at several conditions for English learners attending public schools in 74 major U.S. cities.
In its report, the council defines English learners as between the ages of 3 and 21; whose native language is not English; and whose difficulties in reading, speaking and understanding English are enough to keep them from having success in the classroom.
The most commonly spoken languages among ELLs in America are Spanish, Arabic, Chinese, Haitian Creole and Vietnamese. Speakers of those five languages make up 92 percent of all ELLs included in the council's report.
English learners can enroll in one of several kinds of programs, depending on where they live. There are transitional programs, in which students are mostly taught in their native language but also receive English training. And there are structured programs, which offer students almost all classroom teaching in English. These kinds of programs do not always permit students to become skilled at writing and reading in their own language, however.
There are also so-called dual-language immersion programs. These programs offer instruction in two languages -- English and another language. Research has shown that English learners do best in dual-language programs, especially if the second language is their own mother tongue.
This is not a usual education model in America's public schools, however. A 2017 study by the Rand corporation estimated that the US has between 1,000 and 2,000 dual language immersion programs. By comparison, the United States has over 130,000 schools serving kindergarten through 12th-grade students.
The lack of high-quality bilingual programs is clear when considering student outcomes. Nationally, about 83 percent of students complete their high school education. 就学生的成绩
But the graduation rate among English learners is far lower – 65 percent.
Before Proposition 227 passed in 1998, 30 percent of California's 1.3 million English learners took part in bilingual programs. But in the years after, only 5 percent were able to take part in such programs. This information comes from a report released last month by Education Next.
Since the proposition was repealed, schools in California have been hoping to bring back bilingual programs. A 2017 public opinion study found that 58 percent of school districts in the state had plans to add or expand bilingual programs.
However, 86 percent of those districts said the shortage of bilingual teachers was slowing those plans.
Experts and school administrators told Education Next that school systems in California are “stealing each other's teachers.” To compete, many systems in the state now offer extra money
More districts "growing" their own teachers
School systems across the country sometimes look for bilingual educators internationally. But education experts and policy organizations say there are ways for states to find and train new teachers in their local communities.
One method involves "growing" more educators within their community. This is called "grow your own" or GYO.
New America is a policy organization based in Washington, D.C. Its Education Policy team carries out research meant to strengthen America's educational system.
It says "grow your own" programs can both fix teacher shortages in states and increase the racial and linguistic diversity among teachers. It adds that local teacher candidates are more likely than overseas teachers to stay in the system. This saves schools money and resources over time.
This spring, New America released a list of "grow your own" guidelines for schools and states to follow. It advised states to offer a mix of ways for bilingual teacher candidates to receive necessary certifications. It also suggested training local candidates even if they do not have a college degree.
Congressional lawmakers are also among those looking for ways to find and train bilingual teacher candidates.
Last year, several lawmakers introduced a bill meant to address the shortage of educators qualified to teach English learners. The bill is called the "Reaching English Language Learners Act."
If passed, the bill would give grants to colleges and universities to support the development of the next generation of ELL educators. The grant money would go toward developing programs meant to make sure teacher candidates have the "knowledge and skills necessary" to effectively teach English learners.
Jim Langevin was among the lawmakers who proposed the bill to the House of Representatives, first in 2018 and again in February. Langevin is a Democratic Party congressman from Rhode Island. The bill has received support from Democrats and Republicans in both houses of Congress.
Langevin said the bill would provide critical resources to help English learners and their teachers.
I'm Caty Weaver. And I'm Ashley Thompson.
重点解析
重点讲解：
1. in favor of 支持；有利于；
It was a Christmas when shoppers passed by expensive silks in favor of more practical gifts.
这是一个购物者不理会昂贵的丝绸衣服而热衷于更实用礼物的圣诞节。
2. look at 考虑；注视；
We have set up a task force to look at the question of women returning to work.
我们已经成立了一个工作组去调查妇女复工的问题。
3. make up 组成；签订；
North Africans make up the largest and poorest immigrant group in the country.
北非人构成了该国最大的、也是最贫困的移民群。
4. make sure 确保；确信；
Make sure you are strapped in very well, or else you will fall out.
一定要系好安全带，否则会摔出去。
参考译文
美国双语教师供不应求
在美国，公立学校的学生中约有10%是英语学习者。在某些州，这个数字要更高。
例如，在加利福尼亚州，38%的学生以英语学习者的身份入读公立学校。总的来说，加州公立学校中约有21%的学生可以看做是英语学习者。
多年来，这些学生很少有机会接受双语教育或上为英语学习者开设的特殊课程。1998年，加州的选民通过了一项议案，终止了为英语学习者提供的许多课程，支持只采用英语的教学方式。这项议案名为《227号提案》，或“公立学校英语教学”议案。
2016年11月，该项议案被撤销。目前，加州公立学校正在努力引入并扩大双语课程。
然而，该举措进展缓慢。整个加州的学校都纷纷表示，他们根本没有足够多合格的双语教师为学生们授课。
在这场争斗中，加州并不是孤军奋战。其他30个州和哥伦比亚特区都报告说，双语教学和英语作为第二语言方面的教师短缺。
观察家担心，持续的短缺会进一步损害英语学习者接受重要的教育机会。
但是，国家和地方正在努力寻找解决方案。这就是我们今天要谈论的内容。
我们先来讨论一下涉及的人群。
据估计，美国有500万学生可视为英语学习者。这些学生是美国公立学校中成长迅速的群体。
上个月，大城市学校理事会（Council of the Great City Schools）公布了最新的英语学习者调查结果。该报告考察了美国74个主要城市公立学校英语学习者的几个条件。
该理事会在报告中将英语学习者界定为：年龄在3岁至21岁之间；母语为非英语；在阅读、口语和理解英语方面的困难让他们无法在学业上取得成功。
在美国，英语学习者中最常使用的语言是西班牙语、阿拉伯语、汉语、海地克里奥尔语和越南语。使用这五种语言的人，占理事会报告中所有英语学习者总数的92%。
英语学习者可以根据住所，从几个项目中挑选一种报名参加。有一些过渡性项目，主要采用学生的母语授课，但也会接受英语培训。还有一些结构化项目，几乎所有的课程均采用英语授课。然而，这类项目并不总能使学生熟练地运用母语进行书写和阅读。
也有所谓的双语沉浸式项目。这些项目提供英语和另一种语言的双语教学。研究表明，英语学习者在双语课程中表现最好，尤其当第二语言是他们的母语时，表现更为突出。
但这并不是美国公立学校常见的教育模式。兰德公司（Rand Corporation）在2017年进行的一项研究中估计，美国有1000至2000个双语沉浸式项目。相比之下，美国有超过13万所学校为幼儿园至12年级的学生提供服务。
而言，缺乏高质量的双语项目是显而易见的。在全美范围内，大约83%的学生完成了高中教育。
但是，英语学习者的毕业率却要低很多，只有65%。
1998年《227号提案》通过之前，加州130万英语学习者中，有30%参加双语课程。但在提案通过后的几年里，只有5%的人能够参加这些课程。教育机构明日教育（Education Next）于上个月公布了该项信息。
自从这项提议公布以来，加州的学校一直希望恢复双语课程。2017年的一项民意调查发现，该州58%的学区计划增加或扩大双语课程。
然而，86%的学区表示，双语教师短缺正在减缓这些计划的实施。
专家和学校管理层告知明日教育，加州的学校正在“相互窃取教师”。为了竞争，该州的许多学校现在为拥有双语技能的教师提供额外的资金。
更多学区在“培养”自己的教师
有时，美国的学校会在全球范围内寻找双语教师。但教育专家和政策组织表示，各州有办法在当地社区找到新教师，并对他们进行培训。
一种方法是在社区内“培养”更多的教师，这种方法叫作“自我扶植”。
新美国（New America）是一个总部设在华盛顿特区的政策组织，它的教育政策团队开展各项研究，旨在加强美国的教育体系。
该组织表示，“自我扶植”项目既可以解决各州教师短缺的问题，也可以增加教师在种族和语言方面的多样性。它还补充道，本地教师候选人比海外教师更有可能留在学校系统中。随着时间的推移，可以为学校节省资金和资源。
今年春天，新美国政策组织发布了一份“自我扶植”指导方针，学校和各州可依据其实施。该指导方针建议各州为双语教师候选人提供多种获得必要证书的方式。同时，还建议培训没有大学学位的当地候选人。
国会议员也在寻求发现和培训双语教师候选人的方法。
去年，几位立法者提出了一项法案，旨在解决有资格教授英语学习者的教师短缺问题。该法案称为《英语学习者助学法案》。
如果该法案能够获准通过，学院和大学将获得拨款，以支持发展下一代教授英语学习者的教师。这些资金将用于开发确保教师候选人具备有效教授英语学习者“所需知识和技能”的项目。
吉姆·朗格温是向众议院提交该法案的一位议员，该法案于2018年首次提出，并于2月被再次提出。朗格温是来自罗德岛州的民主党议员。该法案得到了国会两院的民主党和共和党人的支持。
朗格温说，该法案将提供关键性资源，帮助英语学习者和他们的老师。
卡蒂·韦弗和阿什利·汤普森报道。
译文为可可英语翻译，未经授权请勿转载！
