英语厉害的帮我翻译下这篇文章,有原文的给个地址,要有中文翻译,谢谢急.As thousands of communities in the USA — especially in the South — became booming gateways for immigrant families from Central and South America duri

英语厉害的帮我翻译下这篇文章,有原文的给个地址,要有中文翻译,谢谢急.As thousands of communities in the USA — especially in the South — became booming gateways for immigrant families from Central and South America duri
英语厉害的帮我翻译下这篇文章,有原文的给个地址,要有中文翻译,谢谢急.
As thousands of communities in the USA — especially in the South — became booming gateways for immigrant families from Central and South America during the 1990s and the early years of the new century, public schools struggled with the unfamiliar task of serving the large numbers of English learners arriving in their classrooms. Education programs needed to be built from scratch. “We had no teaching resources suitable for English learners here before. We had to develop them all ourselves,” a Texas principal said. Throughout the country, districts had to train their own teachers to teach English to non-native speakers or recruit teachers from elsewhere. School staff members had to figure out how to communicate with parents who spoke no English. But even as immigration has slowed or stopped in many places, and instructional programs for English-learners have matured, serving immigrant families and their children remains a work in progress in many public schools, especially those in communities that are skeptical, or sometimes unwelcoming, to the newcomers. One of the biggest challenges educators face, is communicating effectively with parents who don’t speak English — an issue that, in part, has contributed to recent complaints of discrimination by Latino students in some cities. “The parents’ role is very important for the success of these students, but it's also one of the most difficult things we’ve had to tackle,” said Jim D. Rollins, the president of the Springdale school district, where the 19,000-student school system has gone from having no English-learners 15 years ago to more than 7,500 now. “You have to make it a priority and work on it, work on it, and work on it.” Aside from the practical challenges, such as finding bilingual (会说两种语言的) staff members, guiding districts through such dramatic changes requires school leaders to bridge difficult political and cultural divides. For school leaders in the South, especially in the last few years, this difficult job has been made harder still by the negative attitudes of some locals towards immigrants

英语厉害的帮我翻译下这篇文章,有原文的给个地址,要有中文翻译,谢谢急.As thousands of communities in the USA — especially in the South — became booming gateways for immigrant families from Central and South America duri
这是答案.
你们考试里的吧.
翻译：
成千上万的社区在美国-尤其是在南方成为蓬勃发展的网关的移民家庭从美国中部和南部在20世纪90年代和本世纪最初的几年里,公立学校在为英语学习者在到达教室的大量不熟悉的任务.教育需要从头开始.“我们没有教学资源适合英语学习者在这里.我们必须发展他们自己,”德克萨斯主说.在整个国家,地区必须训练自己的老师教英语非母语或从别处招募教师.学校工作人员必须找出如何与父母沟通不讲英语.但即使移民已经减缓或停止,在许多地方,对英语学习者的教学方案已经成熟,为移民家庭和他们的孩子仍然在许多公立学校的工作进度,尤其是那些在社区,怀疑,或有时不受欢迎,给新来的人.一个教育工作者面临的最大挑战,是父母谁不说英语的问题,部分进行有效的沟通,有助于在一些城市的拉美裔学生歧视近年投诉.“父母”的角色,这些学生的成功是非常重要的,但它也是一个我们不得不解决最困难的事情,”吉姆说罗林斯,在斯普林代尔学区的总统,在19000名学生的学校系统已经从没有英语学习者15年前超过7500现在.“你已经使它的优先权和工作,工作,工作就可以了.“除了现实的挑战,如发现双语（会说两种语言的）的工作人员,指导区通过这种戏剧性的变化要求学校领导桥艰难的政治和文化的划分.在南部的学校领导,特别是近几年来,这项困难的工作已经取得了一些当地人仍然以消极的态度努力对移民

这儿有http://blog.sina.com.cn/s/blog_53ca7b1b0102ej6y.html

成千上万的社区在美国-尤其是在南方成为蓬勃发展的网关的移民家庭从美国中部和南部在20世纪90年代和本世纪最初的几年里，公立学校在为英语学习者在到达教室的大量不熟悉的任务。教育需要从头开始。“我们没有教学资源适合英语学习者在这里。我们必须发展他们自己，”德克萨斯主说。在整个国家，地区必须训练自己的老师教英语非母语或从别处招募教师。学校工作人员必须找出如何与父母沟通不讲英语。但即使移民已经减缓或停止，...

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成千上万的社区在美国-尤其是在南方成为蓬勃发展的网关的移民家庭从美国中部和南部在20世纪90年代和本世纪最初的几年里，公立学校在为英语学习者在到达教室的大量不熟悉的任务。教育需要从头开始。“我们没有教学资源适合英语学习者在这里。我们必须发展他们自己，”德克萨斯主说。在整个国家，地区必须训练自己的老师教英语非母语或从别处招募教师。学校工作人员必须找出如何与父母沟通不讲英语。但即使移民已经减缓或停止，在许多地方，对英语学习者的教学方案已经成熟，为移民家庭和他们的孩子仍然在许多公立学校的工作进度，尤其是那些在社区，怀疑，或有时不受欢迎，给新来的人。一个教育工作者面临的最大挑战，是父母谁不说英语的问题，部分进行有效的沟通，

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