遇到农民工子女的独特需要外文翻译(编辑修改稿)

遇到农民工子女的独特需要外文翻译(编辑修改稿)内容摘要：

l practices might work to discourage or disadvantage migrant students. Some of the teachers surveyed expressed the frustration, embarrassment, or feelings of inadequacy that often result from the reflective process. However, they believe that all teachers and administrators must engage in this process and, if needed, change their views and teaching practices. It seems that the more teachers reflect about their teaching of migrant students, the more aware they bee of the unique needs of migrant students. This awareness enables them to make better sense of their work at school and in turn meet the needs of migrant students, which supports Palmer39。 s argument that the most practical thing we can achieve in any kind of work is insight into what is happening inside us as we do it (1998, 5). Critical reflection provides us with the insight to guide our practice. Cultural Conflicts: The Ways Migrant Students See the World PrewittDiaz, Trotter, and Rivera (1990) argue that although migrant children e from different cultures and geographic areas, they seem to have developed mon beliefs, values, norms, customs, and ways of seeing and understanding the world. Not only does a migrant culture exist, but it acpanies students to school and often serves as a source of conflict between migrant students and the school39。 s values and beliefs. In school, teachers praise students for such traits as being respectful, industrious, and obedient, or dressing and acting in a pleasing way However, many of the traits valued by schools are, to a great extent, culturally inscribed. Students whose cultural background and behavior harmonize with faculty expectations are considered academically and socially superior and are treated accordingly. Students whose cultural values are not as academically prized are labeled as disrespectful or unmotivated troublemakers, among other negative attributes. This mislabeling often happens to migrant students in public schools. Both teachers and migrant students indicated that migrant culture includes a strong sense of family loyalty, a willingness to fight and defend family members, and a view of life situations as temporary. From student interviews, it was evident that migrant students embraced those values, and that at times their deeply ingrained beliefs conflicted with faculty, curriculum, and school rules. For example, from interviews with students, it was obvious that most migrant students are taught to defend family members, a value that can lead to fighting in school. Teachers agreed that, without an understanding of the students39。 reasons for fighting, many migrant students are labeled violent or troublemakers. Migrant students pointed out that what the schools fail to consider is the difficult decision students face between obeying school rules and remaining mitted to their family. Each choice has negative consequencespunishment from the school or punishment and disdain from parents and family members. However, not all fights are caused by students39。 bad attitudes or any other stereotype assigned them. Rather, cultural conflict could be the underlying reason for certain behavior. Other cultural conflicts occur within school as well. For example, teachers made the case that the effects of frequent mobility on the way migrant students view school and their peers often caused conflict. The family39。 s frequent uprooting leaves migrant children feeling unstable, that they have little control over their lives, and that many aspects of their lives are temporary. Why should migrant students invest time and energy in school or relationships and risk being hurt or disappointed when their situation changes so frequently? Teachers at the school pointed out tha t migrant students often withdraw from other students. They may not do as much ac。