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The perils of learning in English 

英語學(xué)習(xí)中的誤區(qū)

英文部分選自經(jīng)濟(jì)學(xué)人Leaders版塊

Education

教育

The perils of learning in English 

英語學(xué)習(xí)中的誤區(qū)

Young children should be taught in their mother tongue instead

兒童應(yīng)當(dāng)接受母語教育

When Winston Churchill was at Harrow School, he was in the lowest stream. This did not, he wrote in “My Early Life”, blight his academic career, for “I gained an immense advantage over the cleverer boys. They all went on to learn Latin and Greek and splendid things like that...We were considered such dunces that we could learn only English...Thus I got into my bones the essential structure of the ordinary British sentence—which is a noble thing.”

溫斯頓·丘吉爾在哈羅公學(xué)念書時，成績處于下游，但這并未影響到他的學(xué)業(yè)，他在《我的早年生活》中寫道，“與其他更聰明的男孩們相比，我有一個巨大的優(yōu)勢，他們?nèi)既W(xué)習(xí)拉丁語、希臘語或者其他一些了不得的事物……而我們被認(rèn)為是只能學(xué)習(xí)英語的笨蛋……但也因此普通英語語句的基本結(jié)構(gòu)融入到我的骨子里，這是件很美妙的事?！?。

Partly thanks to Churchill and the post-war Anglo-American ascendancy, English is these days prized, not despised. Over a billion people speak it as either their first or second language; more still as a third or fourth language.

如今人們對英語推崇備至，而不是厭惡鄙棄,部分得歸功于丘吉爾和戰(zhàn)后美國的崛起 。超過十億人以英語作為母語或第二語言，還有更多的人將其作為第三語言或第四語言。

English perfectly exemplifies the “network effects” of a global tongue: the more people use it, the more useful it is. English is the language of international business, law, science, medicine, entertainment and—since the second world war, to the fury of the French—diplomacy. Anybody who wants to make their way in the world must speak it. All of which has, of course, been of great benefit to this newspaper, which has floated on a rising linguistic tide.

英語完美地詮釋了作為一種全球化語言的“網(wǎng)絡(luò)效應(yīng)”，即使用英語的人越多，英語變得越有用。英語是國際貿(mào)易、法律、科學(xué)、醫(yī)藥和娛樂行業(yè)的通用語言，二戰(zhàn)后，外交也多使用英語，這讓法國人大為惱火。任何想在世界上有所建樹的人必須講英語。也因為順應(yīng)這樣的潮流，本刊也水漲船高，受益頗多。

It is not surprising that there is a surge in “English-medium” education all over the world. In some regions—such as East Asia and Latin America—the growth is principally among the rich. In others—Africa and South Asia, where former colonies never quite escaped the language’s grip—it is happening at all income levels. Parents’ desire for their children to master English is spurring the growth of private schooling; parents in the slums of Delhi and Lagos buy English-medium education in the hope that their children will gain a university degree, obtain good jobs and even join a glittering world of global professionals.

全世界興起了“英語教學(xué)”的教育熱潮并不讓人詫異。在一些地區(qū)——例如東亞和拉丁美洲——這股潮流的增長在富人間尤為顯著。在其他地區(qū)——如非洲和南亞這些前殖民地則從未完全擺脫英語的控制——這種情況發(fā)生在各個收入階層。父母們對孩子掌握英語的渴望刺激了私立學(xué)校的發(fā)展；德里和拉各斯貧民區(qū)的父母們期冀著他們的孩子能獲得大學(xué)學(xué)位、找到好工作，甚至成為萬眾矚目的全球人才的一員，以至于對“英語教學(xué)”信心滿滿。

Where the private sector leads, governments are following. Some countries have long chosen to teach in English as a political expedient, because a local language would prove contentious. But even where public schools teach children in their mother tongue, or a local language, education authorities are switching to English medium, in part to stem the outflow of children into the private sector. That has happened in Punjab and Khyber Pakhtunkhwa in Pakistan; many Indian states have started large or small English-medium experiments. In Africa most children are supposed to be taught in a local language in the first few years, but often, through parental pressure or a lack of textbooks, it does not happen.

政府在私營教育機(jī)構(gòu)后面亦步亦趨。一些國家長期以來將教授英語作為一種政治上的權(quán)宜之計，因為當(dāng)?shù)卣Z言可能會引起爭議。但是即使在使用母語或當(dāng)?shù)卣Z言教育兒童的公立學(xué)校，教育當(dāng)局也在改用英語授課，部分原因是為了阻止兒童流入私立教學(xué)機(jī)構(gòu)。在巴基斯坦旁遮普邦和開伯爾-普赫圖赫瓦邦已經(jīng)發(fā)生了這種情況；許多印度邦已經(jīng)開始了或大或小的英語教學(xué)試點。在非洲，大多數(shù)兒童本應(yīng)在最初幾年里接受當(dāng)?shù)卣Z言教學(xué)，但往往由于來自父母的壓力或缺乏教科書而沒有落實。

Teaching children in English is fine if that is what they speak at home and their parents are fluent in it. But that is not the case in most public and low-cost private schools. Children are taught in a language they don’t understand by teachers whose English is poor. The children learn neither English nor anything else.

若是兒童家長英語流利且家中日常用英語交流，那么英語教學(xué)也無可厚非。但是大多數(shù)公立及低成本私立學(xué)校的情況并非如此。這些學(xué)校的兒童對英語一竅不通，里面的老師英語水平也不盡如人意，孩子們既學(xué)不好英語，也學(xué)不到其他知識。

Research demonstrates that children learn more when they are taught in their mother tongue than they do when they are taught in any other language (see article). In a study of children in the first three years in 12 schools in Cameroon, those taught in Kom did better than those taught in English in all subjects. Parents might say that the point is to prepare children for the workplace, and that a grasp of English is more use than sums or history. Yet by year five the children taught in Kom outperformed English-medium children even in English. Perhaps this is because they gain a better grasp of the mechanics of reading and writing when they are learning the skills in a language they understand.

研究表明，兒童在母語授課模式中的學(xué)習(xí)效果比在非母語授課模式中要更好（見文章）。一項對12所喀麥隆學(xué)校的初入學(xué)三年的兒童的研究表明，用喀麥隆當(dāng)?shù)卣Z言（Kom）教授的兒童在各科表現(xiàn)上比用英語教授的兒童都要出色。家長也許會辯駁道英語教學(xué)能夠使孩子日后更好地適應(yīng)工作環(huán)境，而且掌握英語比會算數(shù)和歷史有用多了。但是，入學(xué)5年后，母語教學(xué)環(huán)境下的學(xué)生甚至在英語水平上都超過了用英語教學(xué)的學(xué)生。也許這是因為在用一種聽得懂的語言學(xué)習(xí)時，他們能更好的掌握閱讀和寫作方法。

English should be an important subject at school, but not necessarily the language of instruction. Unless they are confident of the standard of English on offer, parents should choose mother-tongue education. Rather than switching to English-medium teaching, governments fearful of losing custom to the private sector should look at the many possible ways of improving public schools—limiting the power of obstructive teachers’ unions, say, or handing them over to private-sector managers and developing good curriculums and so on.

在學(xué)校，英語應(yīng)該是一門重要的課程，但沒必要成為教學(xué)語言。除非學(xué)校對提供的英語教育水平有足夠自信，否則父母應(yīng)該給孩子選擇母語教育。政府若擔(dān)心學(xué)生流失到私立機(jī)構(gòu)，就不應(yīng)該轉(zhuǎn)向英語教學(xué)，而是關(guān)注一些可能有助于提高公立學(xué)校教學(xué)質(zhì)量的方法，如限制刁難教師工會的權(quán)力，或者把他們交給私立機(jī)構(gòu)進(jìn)行管理以及開發(fā)好的課程等等。

Pakistani Punjab has decided to end the English experiment; Uganda has introduced mother-tongue instruction in 12 different languages in the first four years of schooling. More should follow. After all, it was a good education in his mother tongue, rather than in the classics then favoured by the British aristocracy, that won Churchill the Nobel prize for literature.

巴基斯坦的旁遮普省已決定停止英語教學(xué)實驗，烏干達(dá)已經(jīng)在孩子入學(xué)的頭四年采用12種不同語言的母語教學(xué)，其他地方應(yīng)該效仿。畢竟，丘吉爾獲得諾貝爾文學(xué)獎得益于其在母語上獲得的良好教育，而不是英國貴族們偏好的古希臘語或拉丁語。

注：https://en.m.wikipedia.org/wiki/Punjab,_Pakistan

翻譯組：

Yao，男，英專本科生，北大苗子

Aileen，女，研究僧，經(jīng)濟(jì)學(xué)人粉絲

Charlotte，女，子瞻太白本命 經(jīng)學(xué)粉

Eva ，女，經(jīng)貿(mào)翻譯學(xué)生，經(jīng)濟(jì)學(xué)粉絲

校對組：

Wesley，男，自由職業(yè)，經(jīng)濟(jì)學(xué)人鐵粉

VeRy，男，電氣民工，經(jīng)濟(jì)學(xué)人資淺愛好者

Yuki，女 ，MPA專業(yè)大三，CATTI二筆  ，智性戀晚期