PART 1 · Paragraphs 1–3
The school is still there
那所学校还在那里
- 1
It’s still there, the Chinese school on Yale Street where my brother and I used to go.
它还在那里——耶鲁街上那所我和弟弟小时候上过的中文学校。
- 2
Despite the new coat of paint and the high wire fence, the school I knew 10 years ago remains remarkably, stoically the same.
尽管重新刷了油漆，又围起了高高的铁丝网，我十年前熟悉的那所学校仍出奇地、沉默坚忍地保持着原样。
- 1
Every day at 5 p.m., instead of playing with our fourth- and fifth-grade friends or sneaking out to the empty lot to hunt ghosts and animal bones, my brother and I had to go to Chinese school.
每天下午五点，我和弟弟不能跟四、五年级的伙伴们玩，也不能偷偷溜到空地上寻找鬼魂和动物骨头，而是非去中文学校不可。
- 2
No amount of kicking, screaming, or pleading could dissuade my mother, who was solidly determined to have us learn the language of our heritage.
无论我们怎样踢打、哭喊或哀求，都无法让母亲改变主意；她铁了心要让我们学会祖辈传下来的语言。
- 1
Forcibly, she walked us the seven long, hilly blocks from our home to school, depositing our defiant tearful faces before the stern principal.
她硬是让我们走过从家到学校那七个又长又陡的街区，把我们这两个满脸泪水、仍不服气的孩子送到严厉的校长面前。
- 2
My only memory of him is that he swayed on his heels like a palm tree, and he always clasped his impatient twitching hands behind his back.
我对他的唯一记忆，是他用脚跟支着身体前后摇晃，像一棵棕榈树；他总把那双不耐烦地抽动着的手紧扣在背后。
- 3
I recognized him as a repressed maniacal child killer, and knew that if we ever saw his hands we’d be in big trouble.
我认定他是一个压抑而疯狂、会杀小孩的人，也知道要是哪天真看见他的手，我们就会有大麻烦。
LISTEN AGAIN · 再听一遍
Play this section from beginning to endUNDERSTAND · 理解
Questions before the model
先思考，再展开参考答案
Why is the nearly unchanged school important in the opening?
开头写这所学校几乎没有改变，为什么很重要？
Reference Answer · 参考答案＋
The school provides a physical doorway into memory. Its unchanged appearance links the adult narrator’s present to her childhood and prepares readers to compare how she understood the experience then with how she understands it now.
这所学校是叙述者进入回忆的现实入口。它几乎不变的外观把成年后的现在与童年连接起来，也让读者准备比较她当年的理解和如今的理解。
What does the description of the principal reveal about the narrator’s point of view?
对校长的描写揭示了叙述者怎样的视角？
Reference Answer · 参考答案＋
The description is exaggerated and shaped by a frightened, resistant child’s imagination. Calling the principal a “child killer” tells us more about her dread of Chinese school than about the man himself.
这段描写带有夸张色彩，受一个既害怕又抗拒的孩子的想象影响。她把校长称作“会杀小孩的人”，更多表现的是她对中文学校的恐惧，而不是校长本人。
Have you ever understood a family expectation differently after learning why it mattered to the other person? What changed?
你是否曾在明白某项家庭期待对另一方为何重要之后，改变了对它的理解？是什么发生了变化？
Suggested Response · 参考回答＋
I once viewed weekend language classes only as time taken away from friends. Later, I understood that my family also saw them as a way for me to speak with relatives and understand our shared history. That context did not erase my frustration, but it made the expectation easier to understand.
我曾经只觉得周末的语言课占用了和朋友相处的时间。后来我明白，家人也把它看作让我能与亲属交流、了解共同经历的一种方式。这种认识没有抹去我当时的不满，却让我更能理解那份期待。
MODEL · 范例Section Content Summary本部分内容小结＋
Returning as an adult, the narrator finds the Chinese school almost unchanged, and the building opens a path into childhood memory. At age ten, she and her brother resented losing playtime each afternoon, but their mother insisted that they learn the language of their heritage. The mother’s determination contrasts with the children’s kicking, tears, and defiance. The stern principal becomes frightening through the child narrator’s imagination: his swaying body and hidden, twitching hands make him seem dangerous. The opening establishes a conflict between family preservation and a child’s desire for freedom.
成年后的叙述者重返中文学校，发现它几乎没有变化，这座建筑也由此开启了她的童年回忆。十岁时，她和弟弟不满每天下午失去玩耍时间，母亲却坚持要他们学习祖辈传下来的语言。母亲的坚定与孩子们的踢打、哭泣和反抗形成对比。严厉的校长经过孩子的想象变得十分可怕：他摇晃的身体和藏在背后、不断抽动的双手让他显得危险。开篇由此呈现出家庭文化传承与儿童追求自由之间的冲突。
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Retelling Notes
复述准备笔记
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REVIEW · 复盘
My Review and Next Steps
我的复盘与下一步行动
PART 2 · Paragraphs 4–6
Everything here feels foreign
这里的一切都显得陌生
- 1
We all sat in little chairs in an empty auditorium.
礼堂里空空荡荡，我们都坐在小椅子上。
- 2
The room smelled like Chinese medicine, an imported faraway mustiness.
屋里有一股中药味，一种从遥远异乡带来的陈腐霉味。
- 3
Like ancient mothballs or dirty closets.
像陈年的樟脑丸，又像肮脏的壁橱。
- 4
I hated that smell.
我讨厌那种味道。
- 5
I favored crisp new scents, like the soft French perfume that my American teacher wore in public school.
我喜欢清爽新鲜的气息，比如公立学校那位美国老师身上柔和的法国香水味。
- 1
Although the emphasis at the school was mainly language—speaking, reading, writing—the lessons always began with an exercise in politeness.
虽然学校主要教语言——说、读、写——但每堂课总以礼仪训练开始。
- 2
With the entrance of the teacher, the best student would tap a bell and everyone would get up, kowtow, and chant, ‘Sing san ho,’ the phonetic for ‘How are you, teacher?’
老师一进来，最优秀的学生便敲一下铃，大家全都起立、磕头，齐声念道：“先生好。”这就是中文里的“老师您好”。
- 1
Being ten years old, I had better things to learn than ideographs copied painstakingly in lines that ran right to left from the tip of a moc but, a real ink pen that had to be held in an awkward way if blotches were to be avoided.
那时我十岁，我觉得有比学那些表意文字更好的东西可学；那些字得用毛笔煞费苦心地一行行从右往左写。毛笔是真正蘸墨的笔，为了不弄出墨点，还得用别扭的姿势握着。
- 2
After all, I could do the multiplication tables, name the satellites of Mars, and write reports on Little Women and Black Beauty.
毕竟，我会背乘法表，能说出火星卫星的名字，还会为《小妇人》和《黑骏马》写读书报告。
- 3
Nancy Drew, my favorite book heroine, never spoke Chinese.
我最喜欢的书中女主角南希·德鲁从不说中文。
LISTEN AGAIN · 再听一遍
Play this section from beginning to endUNDERSTAND · 理解
Questions before the model
先思考，再展开参考答案
How does the contrast between the auditorium’s smell and the teacher’s perfume shape the narrator’s attitude?
礼堂的气味与老师的香水味形成对比，这一对比怎样表现叙述者的态度？
Reference Answer · 参考答案＋
She associates Chinese school with age, distance, and decay, while she associates American public school with freshness and refinement. The sensory contrast shows her preference; it should not be mistaken for a neutral description of either culture.
她把中文学校与陈旧、遥远和衰败联系在一起，却把美国公立学校与清新、雅致联系在一起。这种感官对比表现了她的偏好，并不是对两种文化的客观描述。
Why does the narrator mention Mars, Little Women, Black Beauty, and Nancy Drew?
叙述者为什么提到火星、《小妇人》、《黑骏马》和南希·德鲁？
Reference Answer · 参考答案＋
They represent the knowledge and stories rewarded by her American education. By setting them against Chinese writing, the ten-year-old treats American learning as useful and current and Chinese learning as unnecessary.
它们代表美国学校重视的知识和故事。十岁的叙述者把这些内容与中文书写相对照，于是把美国式学习看成实用而新鲜，把中文学习看成没有必要。
Who or what has influenced your idea of which kinds of knowledge are “useful”? Has that idea changed?
是谁或什么影响了你对哪些知识“有用”的判断？这种判断后来改变过吗？
Suggested Response · 参考回答＋
School once made me value only subjects that were tested. Later, conversations with older relatives showed me that language, stories, and family history can also help people communicate and understand where their habits come from. My definition of useful became broader.
学校曾让我只重视会被考试的科目。后来，与长辈交谈让我看到，语言、故事和家庭经历同样能帮助人们沟通，也能理解一些习惯的来由。于是，我对“有用”的定义变得更宽了。
MODEL · 范例Section Content Summary本部分内容小结＋
Inside Chinese school, the narrator experiences the setting through resistance. The auditorium’s medicinal, musty smell contrasts with her American teacher’s crisp perfume, revealing how strongly she associates American school with freshness and Chinese school with age and distance. Lessons begin with formal politeness before moving to speaking, reading, and writing. She finds the brush awkward and Chinese characters laborious. By listing multiplication, astronomy, familiar novels, and Nancy Drew, she defines American learning as practical and current. Her comparisons expose a child’s learned hierarchy of which knowledge seems valuable.
在中文学校里，叙述者带着抗拒感受周围的一切。礼堂中像药材一样的霉旧气味，与美国老师清新的香水味形成对比，显示她多么强烈地把美国学校同新鲜联系在一起，又把中文学校同陈旧和遥远联系在一起。课程先从正式的礼仪开始，然后才进入说、读、写。她觉得毛笔难以掌握，写汉字费力。她列举乘法、天文学、熟悉的小说和南希·德鲁，把美国式学习界定为实用而合时宜。这样的比较暴露了一个孩子后来习得的知识价值等级。
PREPARE · 准备
Retelling Notes
复述准备笔记
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REVIEW · 复盘
My Review and Next Steps
我的复盘与下一步行动
PART 3 · Paragraphs 7–10
English brings approval; Chinese brings embarrassment
英语带来认同，中文却带来难堪
- 1
The language was a source of embarrassment.
语言成了让我难堪的根源。
- 2
More times than not, I had tried to disassociate myself from the nagging loud voice that followed me wherever I wandered in the nearby American supermarket outside Chinatown.
很多时候，我在唐人街外不远处的一家美国超市里闲逛，身后总跟着一个唠叨而响亮的声音；我一次次想装作自己同它毫无关系。
- 3
The voice belonged to my grandmother, a fragile woman in her seventies who could outshout the best of the street vendors.
那声音属于我的祖母。她年过七旬，身子单薄，嗓门却能压过街上最会吆喝的小贩。
- 4
Her humor was raunchy, her Chinese rhythmless and patternless.
她开起玩笑来粗俗泼辣；她的中文没有节奏，也没有韵律。
- 5
It was quick, it was loud, it was unbeautiful.
说得快，声音大，也不好听。
- 6
It was not like the quiet, lilting romance of French or the gentle refinement of the American South.
它不像法语那种轻柔婉转的浪漫，也不像美国南方口音那般温和雅致。
- 7
Chinese sounded pedestrian.
中文听起来很市井。
- 8
Public.
太招摇。
- 1
In Chinatown, the comings and goings of hundreds of Chinese on their daily tasks sounded chaotic and frenzied.
在唐人街，数百名华人为日常生计来来往往，那些声音听起来混乱而急促。
- 2
I did not want to be thought of as mad, as talking gibberish.
我不想让人觉得我疯了，觉得我在说胡话。
- 3
When I spoke English, people nodded at me, smiled sweetly, said encouraging words.
我说英语时，人们会向我点头，甜甜地微笑，还会说些鼓励的话。
- 4
Even the people in my culture would cluck and say that I’d do well in life.
甚至同族人也会啧啧称赞，说我以后会有出息。
- 5
‘My, doesn’t she move her lips fast,’ they would say, meaning that I’d be able to keep up with the world outside Chinatown.
“哎呀，瞧她的嘴唇动得多快，”他们会说，意思是我能跟上唐人街外面的世界。
- 1
My brother was even more fanatical than I about speaking English.
在讲英语这件事上，弟弟甚至比我更狂热。
- 2
He was especially hard on my mother, criticizing her, often cruelly, for her pidgin speech—smatterings of Chinese scattered like chop suey in her conversation.
他对母亲尤其苛刻，常常毫不留情地批评她的洋泾浜英语——她说话时夹着零零碎碎的中文，就像一盘炒杂碎。
- 3
‘It’s not “What it is,” Mom,’ he would say in exasperation.
“不是‘What it is’，妈妈，”他恼火地说。
- 4
‘It’s “What is it, what is it, what is it!”’
“是‘What is it, what is it, what is it!’”
- 5
Sometimes Mom might leave out an occasional ‘the’ or ‘a,’ or perhaps a verb of being.
有时妈妈会漏掉一个“the”或“a”，也可能漏掉一个 be 动词。
- 6
He would stop her in mid-sentence.
他会在她话说到一半时打断她。
- 7
‘Say it again, Mom.
“再说一遍，妈妈。
- 8
Say it right.’
说正确。”
- 9
When he tripped over his own tongue, he’d blame it on her.
等他自己说话绊了舌头，又会怪她。
- 10
‘See, Mom, it’s all your fault.
“看吧，妈妈，都是你的错。
- 11
You set a bad example.’
你带了个坏头。”
- 1
What infuriated my mother most was when my brother cornered her on her consonants, especially ‘r.’
最让母亲恼火的，是弟弟抓住她的辅音发音不放，尤其是“r”音。
- 2
My father had played a cruel joke on Mom by assigning her an American name that her tongue wouldn’t allow her to say.
父亲给母亲取了一个她的舌头怎么也发不出的美国名字，开了一个残酷的玩笑。
- 3
No matter how hard she tried, ‘Ruth’ always ended up ‘Luth’ or ‘Roof.’
无论她怎样努力，“Ruth”最后总会说成“Luth”或“Roof”。
LISTEN AGAIN · 再听一遍
Play this section from beginning to endUNDERSTAND · 理解
Questions before the model
先思考，再展开参考答案
Why does speaking English feel socially rewarding to the narrator?
为什么说英语会让叙述者获得社会上的肯定？
Reference Answer · 参考答案＋
English brings smiles, encouragement, and predictions of future success. These reactions teach her that fluent English offers access to life beyond Chinatown, while Chinese may cause others to treat her as an outsider.
说英语会换来微笑、鼓励和对她将来成功的预言。这些反应让她相信，流利的英语能帮助她进入唐人街以外的社会，而中文可能让别人把她当作局外人。
What does the brother’s treatment of his mother reveal about language and status?
弟弟对母亲的态度揭示了语言与社会地位之间怎样的关系？
Reference Answer · 参考答案＋
He has absorbed the belief that standard English signals competence and acceptance. Anxious to distance himself from anything marked as foreign, he turns that prejudice against his mother and treats her accent as a personal failure.
他已经接受了这样一种看法：标准英语代表能力，也能换来接纳。为了同一切被视为“外来”的特征拉开距离，他把这种偏见转向母亲，把她的口音当成个人缺点。
Have you ever changed how you speak so that others would accept you more easily? You may answer from personal experience or from something you have observed.
你是否曾为了更容易被他人接纳而改变自己的说话方式？你可以结合个人经历，也可以谈自己观察到的现象。
Suggested Response · 参考回答＋
In a new group, I sometimes avoid expressions connected with my home region because I do not want to be judged by my accent. That can make communication easier, but it can also make me monitor every sentence and feel less relaxed.
进入一个新群体时，我有时会避开带有家乡特点的说法，因为不想让别人凭口音评价我。这样做可能让交流更顺利，但也会让我句句斟酌，难以放松。
MODEL · 范例Section Content Summary本部分内容小结＋
The narrator’s discomfort with Chinese becomes public embarrassment. She tries to distance herself from her grandmother’s loud voice and measures Chinese against languages and accents she considers refined. English, by contrast, brings smiles, praise, and promises of success beyond Chinatown. Her brother absorbs this hierarchy even more aggressively. He interrupts and corrects their mother’s English, blames her accent for his own mistakes, and targets sounds she cannot easily pronounce. These scenes show how social pressure can enter a family: the children turn judgments about language and status against the people closest to them.
叙述者对中文的不适渐渐变成了公开场合的难堪。她试图同祖母响亮的声音拉开距离，并拿中文同自己认为优雅的语言和口音相比。相反，英语会带来微笑、赞美和在唐人街以外取得成功的期待。弟弟更加激烈地接受了这种等级观。他打断并纠正母亲的英语，把自己的口误归咎于她的口音，还专门挑她难以发出的音。这些场景表明，社会压力会进入家庭：孩子们把关于语言和地位的判断转向了最亲近的人。
PREPARE · 准备
Retelling Notes
复述准备笔记
Write keywords, an outline, or your retelling draft here. · 可以在这里写关键词、复述提纲或完整草稿。
Autosaved on this device. · 内容会自动保存在本设备上。SPEAK · 口语练习
Section Retelling Practice
本部分复述练习
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REVIEW · 复盘
My Review and Next Steps
我的复盘与下一步行动
PART 4 · Paragraphs 11–14
A cultural divorce
一场“文化离婚”
- 1
After two years of writing with a moc but and reciting words with multiples of meanings, I finally was granted a cultural divorce.
用毛笔写了两年，又背了两年那些一词多义的字词后，我终于获准同自己的文化“离婚”。
- 2
I was permitted to stop Chinese school.
我获准不再上中文学校。
- 1
I thought of myself as multicultural.
我把自己看成一个多元文化的人。
- 2
I preferred tacos to egg rolls; I enjoyed Cinco de Mayo more than Chinese New Year.
比起中式蛋卷，我更喜欢墨西哥玉米卷；比起春节，我更喜欢墨西哥五月五日节。
- 1
At last, I was one of you; I wasn’t one of them.
终于，我成了你们中的一员；我不再是他们中的一员。
- 1
Sadly, I still am.
令人难过的是，我至今仍然如此。
LISTEN AGAIN · 再听一遍
Play this section from beginning to endUNDERSTAND · 理解
Questions before the model
先思考，再展开参考答案
What does the metaphor “cultural divorce” suggest?
“文化离婚”这一比喻表达了什么含义？
Reference Answer · 参考答案＋
Quitting Chinese school is presented as more than ending a class. It is a formal-seeming separation from the language, family history, and cultural identity represented by the school.
停止上中文学校不只是结束一门课程，它仿佛是一场正式的分离：叙述者离开了这所学校所代表的语言、家庭经历和文化身份。
How does the word “Sadly” change the meaning of the ending?
“Sadly（令人难过的是）”这个词怎样改变了结尾的含义？
Reference Answer · 参考答案＋
It reverses the child’s triumphant claim that she became “one of you.” The adult narrator now recognizes that acceptance came with cultural loss, and that the separation she once wanted has lasted.
这个词逆转了童年时“我成了你们中的一员”那种胜利口吻。成年后的叙述者如今意识到，被接纳也伴随着文化上的失落，而她当年渴望的分离一直延续至今。
Think of a choice that once felt like success but later revealed a cost. What changed your interpretation of that choice?
想一想：是否有一个选择当时像是成功，后来却显出了代价？是什么改变了你对它的理解？
Suggested Response · 参考回答＋
I once stopped using my first language in public because blending in felt like success. Years later, struggling to speak easily with older relatives showed me what I had lost. The same decision then looked less like a simple victory and more like a tradeoff.
我曾不再在公共场合使用自己的第一语言，因为融入群体让我觉得自己成功了。多年后，当我发现很难再与年长亲属顺畅交流时，才看见自己失去了什么。那个决定不再只是一次胜利，而更像是一种取舍。
MODEL · 范例Section Content Summary本部分内容小结＋
After two years, the narrator is allowed to leave Chinese school, a change she calls a “cultural divorce.” As a child, she treats the decision as liberation and proof that she belongs with an American “you” rather than a Chinese “them.” Her preference for tacos and Cinco de Mayo over egg rolls and Chinese New Year supports her claim to being multicultural, yet it also reveals a deliberate distance from her own heritage. The final sentence, “Sadly, I still am,” shifts the perspective: adult regret replaces childhood triumph and exposes the lasting cost of assimilation.
两年后，叙述者获准离开中文学校，她把这一变化称为“文化离婚”。童年的她把这个决定视为解放，也视为自己属于美国的“你们”而不是中国的“他们”的证明。比起中式蛋卷和春节，她更喜欢墨西哥玉米卷和五月五日节；这支持了她自称多元文化的说法，却也显出她有意同自身文化传承保持距离。最后一句“令人难过的是，我至今仍然如此”改变了视角：成年的遗憾取代童年的胜利感，并揭示了同化所带来的长期代价。
PREPARE · 准备
Retelling Notes
复述准备笔记
Write keywords, an outline, or your retelling draft here. · 可以在这里写关键词、复述提纲或完整草稿。
Autosaved on this device. · 内容会自动保存在本设备上。SPEAK · 口语练习
Section Retelling Practice
本部分复述练习
Your recording stays in this browser and is not uploaded. · 录音仅保留在当前浏览器中，不会上传。
REVIEW · 复盘
My Review and Next Steps
我的复盘与下一步行动
FINAL SUMMARY · 全文总结与口语练习
From understanding to your own voice.
从理解课文，走向自己的表达。
SYNTHESIZE · 综合
Central Issue
核心议题
The essay examines how a child’s desire for social acceptance can turn language into a hierarchy of worth. At Chinese school and in public, the narrator learns to associate English with usefulness, praise, and belonging, while she treats Chinese as embarrassing, old-fashioned, and foreign.
本文探讨儿童对社会接纳的渴望如何把语言变成一套价值等级。在中文学校和公共场合，叙述者逐渐把英语同实用、赞美和归属联系起来，却把中文视为令人难堪、陈旧而陌生的东西。
Looking back, the adult narrator recognizes the cost of that judgment. Leaving Chinese school once felt like freedom and entry into an American “us,” but the final word “Sadly” reveals that assimilation also separated her from the language, family history, and part of the cultural identity her mother had tried to protect.
成年后的叙述者回望过去，认识到这种判断的代价。离开中文学校曾经意味着自由，也意味着进入美国的“我们”；然而，结尾的“令人难过的是”揭示，同化也使她远离了母亲试图保护的语言、家庭经历和部分文化身份。
What does the narrator’s final word, “Sadly,” suggest about the relationship between belonging and cultural loss, and what response might avoid that tradeoff?
叙述者最后使用“令人难过的是”一词，说明归属感与文化失落之间存在怎样的关系？怎样的回应可能避免这种取舍？
Suggested Response · 参考回答＋
The word suggests that the acceptance she once wanted did not feel complete because it required lasting distance from part of her heritage. A more balanced response would treat English proficiency and participation in American life as additions rather than replacements: a person can seek wider belonging while continuing to learn a family language, listening without embarrassment to relatives’ ways of speaking, and questioning status judgments attached to accents.
这个词说明，她曾经渴望的接纳并不完整，因为它要求她长期远离自身文化传承的一部分。更平衡的做法，是把英语能力和参与美国社会生活看作增加的资源，而不是对原有文化的替代：一个人可以在追求更广泛归属的同时继续学习家庭语言，不因亲属的说话方式感到难堪，并质疑社会根据口音判断地位的做法。
RETURN TO THE SOURCE · 回到原文
Listen to the complete original text
完整聆听英文原文
MODEL · 范例Model Summary全文总结样本＋
Elizabeth Wong’s essay looks back on a childhood effort to become an “all-American” girl by rejecting Chinese language and culture. She remembers being forced to attend Chinese school, where the smells, rituals, brush writing, and stern principal seemed foreign and oppressive to her ten-year-old mind. American school, books, and English appeared fresh, useful, and socially rewarding. That preference deepened into shame: she distanced herself from her grandmother’s Chinese and watched her brother cruelly correct their mother’s accented English. After two years, Wong was allowed to quit, an event she called a “cultural divorce.” At the time, she celebrated being “one of you” rather than “one of them” and described herself as multicultural. The adult narrator, however, overturns that childhood victory with the closing word “Sadly.” Her retrospective voice shows that assimilation brought acceptance at a cost: the separation she once desired has lasted, distancing her from the language, family history, and cultural identity represented by the school.
伊丽莎白·黄的文章回望了她童年时试图通过拒绝中文和中华文化而成为“地道美国女孩”的经历。她记得自己被迫去中文学校；在十岁的她看来，那里的气味、礼仪、毛笔书写和严厉的校长既陌生又令人压抑。美国学校、书本和英语则显得新鲜、实用，还能带来社会肯定。这种偏好渐渐变成羞耻：她想同祖母说中文的声音撇清关系，也看到弟弟残酷地纠正母亲带口音的英语。两年后，黄终于获准退学，她把这件事称为一场“文化离婚”。当时，她庆祝自己成了“你们中的一员”而不是“他们中的一员”，并称自己是多元文化的人。然而，成年后的叙述者用结尾的“令人难过的是”推翻了童年时的胜利感。她的回望表明，同化在带来接纳的同时也有代价：她当年渴望的分离一直延续，使她远离了学校所代表的语言、家庭经历和文化身份。
PREPARE · 准备
Retelling Notes
复述准备笔记
Write keywords, an outline, or your retelling draft here. · 可以在这里写关键词、复述提纲或完整草稿。
Autosaved on this device. · 内容会自动保存在本设备上。SPEAK · 口语练习
Whole-Text Speaking Practice
全文口语总结练习
Your recording stays in this browser and is not uploaded. · 录音仅保留在当前浏览器中，不会上传。
REVIEW · 复盘
My Review and Next Steps
我的复盘与下一步行动