Đồ án tốt nghiệp chuyên ngành Ngôn ngữ Anh. Đề tài: vấn đề xã hội (social issue)

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ACKNOWLEDGEMENTS
I would like to express my deepest gratitude to Mrs. Le Dieu My, M.A lecturer
of Foreign Language of Department at Duy Tan University, my supervisor for her
precious assistance, useful comments and enthusiastic helps to me during the
writing of this graduation paper.
I am sincerely thankful to all my beloved teachers at Department of Foreign
Languages for their worth lecture, wide knowledge and kind assistance to me
during the time I was studying at university.
I would like to take this opportunity to thank my classmates at Duy Tan
University and all my close friends for their kind encouragement.
Many words of thanks to the library staff of Duy Tan University who help me
with materials during the time I was learning at university, especially, in the period
of time I am writing this graduation paper.
Last but not least, I especially wish to thanks all members of my family for
their love, help, and understanding.
I wish all of you a good health, happiness and success.
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STATEMENT OF AUTHORSHIP
Except where reference is made in the text of the graduation paper, this paper
contains no material published elsewhere or extracted in the whole or in part from a
graduation paper by which have qualified for or been awarded another degree or
diploma.
No other person’s work has been used without due acknowledgement in the
graduation paper.
This graduation paper has not been submitted for award of any degrees or
diplomas in any other tertiary institutions.
Danang, June 5
th
, 2014
TÔ MỸ QUỲNH CHÂU

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ABSTRACT
This paper presents the suggested version of the original chapter in the book, and
provides some terminologies and vocabularies in the education. Moreover, it gives
some difficulties and solutions happening during a translation process, especially when
translating some phrases and sentences relating to the education unions and the
education politics.
The graduation paper will help translator to get some experiences and to identify
some mistakes and difficulties arising in translating process. Basing on this way, the
translator can improve their knowledge and understanding some strengths and
weaknesses of translation.
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ABBREVIATIONS
1. NEA: The National Education Association [1, p]
2. AFT: The American Federation of Teachers [3,p]
3. AFL-CIO : The American Federation of Labor and Congress of Industrial
Organizations (AFL–CIO) [15, p]
4. ASCD: Association for Supervision and Curriculum Development [39,p]
5. CAPE : The Coalition of American Public Employees [51, p]
6. UFT: The United Federation of Teachers (UFT) [93, p]
7. EAI: Enterprise application integration -The Tesseract Group (formerly
EAI) [122, p]
8. SL: Source Language
9. TL: Target Language
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS i
ABSTRACT iii
1
PART A

INTRODUCTION
1. RATIONALE
Vietnam is developing day by day, and the international relationship
increasingly broadens. Therefore, the foreign language demand also increases with
a huge amount of translated documents, materials, news. Many means of
communication such as broadcast, TV, newspaper need to be translated foreign
languages into Vietnamese in order to express to the public. In addition, contracts,
project document, data need to be translated in administrative transaction. The
movie and film also should have Vietnamese subtitles. Therefore, it has no doubt to
understand that the translation is very important in our life and the society.
In many fields, an education is one of the main fields of the society. Vietnam is
a developing country, so the education also plays the important role in the
development of the country. The economy and society more and more develop.
Therefore, the education should be promoted and enhanced more and more. To do
this, the education of each nation needs to get much time and efforts to carry out.
With the long history development, there are many countries having the education
that is developing a lot, changing and also improving to adapt to the global
development.
Because the aim of the graduation paper is providing some information and a
material for educators and translators to understand not only the American
Education but also to exchange the translation versions and the translation methods,
I chose the chapter 3 of the American Education book of Joel Spring-Teachers
Unions and Teacher Politics.
The education is really hard to understand, transfer and, translate exactly and briefly
if you are not the person who works in the education department. Surely, to do this, it
should get so much time to understand and to study, also have wide knowledge that can
translate and transfer to the best translation version.
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As a student whose major is translating and interpreting, I would like to choose
this book to complete my graduation paper. I hope that I can apply many things I

have studied during four years at university and my experiences to finish the
chapter 3 of this book.
2. AIMS AND OBJECTIVES
The first aim of the paper is studying and exchanging the experiences, especially
when translating the book relating the education field. With the suggested
translation version and the method analyzing the meaning of words, and the
structures, the paper would like to figure out the strengths and the weaknesses of the
personal translation ability, bring the knowledge studied to the practical situation,
and also improve the translation skills.
The second aim is to provide some information of the foundation of two
American education unions, National Education Association (NEA) and American
Federation of Teachers (AFT), and the role of two unions in the American politics.
Besides that, the paper also gives some information about problems arising during
the American education history, methods and experiences in innovating and
improving the education, training, and teacher quality, some objective. Furthermore,
the American Education affects a little bit to the American politics, so the paper
also provides some effects of education in American politics through the operations
of the NEA.
3. SCOPE OF STUDY
3.1. TEXT FEATURES
Joel Spring’s American Education provides a clear, concise introduction to the
historical, political, social, and legal foundations of education and to the profession
of teaching in the United States. Students will come away with a strong knowledge
of the forces behind the shaping of the American educational system through
connecting with the latest topics, issues, and data.
3
The title of chapter three is Teachers’ Unions and Teacher Politics. I extract the
text from this chapter to translate for the graduation paper. The text mainly talks
about some problems such as the differences between two organizations: The
National Education Association and The American Federation of Teachers, The

brief history of NEA and AFT, and the role of two unions nowadays.
The education is one of the primary matters and is the important part of the
society. Every developing country always focuses on the education. However, to
implement well and improve suitably for the development of the society and
economy are the difficult problems. In many countries, the government usually felt
hard to solve some education problems, argumentations and contradictions arising
in the educations.
Because the government has many tasks and works such as guiding, instructing,
and issuing the guidelines and policies for their nations, they hardly administrate
and handle all tasks strictly and seriously.
Therefore, many unions and organizations were founded with the same aims,
and played a main role to the American Education. Two organizations leading in
this movement are The National Education Association and The American
Federation of Teachers. The missions of two unions are to be representatives of
teachers, students who bargain with the administrations and managers to gain the
collective aims accordant with two sides. Moreover, two unions also represent of
two parties of the American government. The NEA represents the Republican Party
and The AFT, represents the Democratic Party. In addition, two unions express two
different demands and expectation of teachers, and take part in some activities to
control and solve some problems relating to the education. Besides that, The NEA
and The AFT affect a lot to the American politics. The text in the graduation paper
provides some essential information relating the problems talked above.
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3.2. TEXT LENGTH
Because the time and the quantity of words in the book for translating is limited,
some first parts in the book were selected to translate. The text includes 15 pages,
4637 words, 39 paragraphs.
3.3. TEXT ORGANIZATION
In the American Education book by Joel Spring, there are two parts with eleven
chapters:

• Part One: THE SCHOOL AND THE SOCIAL ORDER
1. The Purposes of Public Schooling
2. The profession of Teaching
3. Teachers’ Union and Teacher Politics
4. Equality of Opportunity and Social Class
5. Equality of Educational Opportunity: Race, Gender, and Special Needs.
6. Student Diversity
7. Multicultural Education
• Part two: POWER AND CONTROL IN AMERICAN EDUCATION
8. Local Control, Home Schooling, Choice, Charter Schools, Privatization, and
Commercialism
9. Power and Control at the State and National Levels: Accountability, High-
Stakes Testing, School Violence, the Reading and Math Wars, and Private
Foundations
10. Textbooks, Curriculum, Internet E-Learning, and Instruction
11. The Courts and the Schools
• My text in this paper is in Chapter 3 “Teachers’ Unions and Teacher
Politics” of Part One “The School and The Social Order”. The text includes part one
to part 3 in this chapter. In this chapter, there are five parts:
1. Differences between the Two Unions… 49
2.A Brief History of the National Education Association (NEA)…50
3.A Brief History of the American Federation of Teachers (AFT)…52
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The NEA and AFT Today…55
4.A Case Study: Tom Mooney, AFT Vice President and President Salaries and
Teacher Strikes….57
Conclusion….64
5. Suggested Readings and Works Cited in Chapter…67
3.4. TEXT SOURCE
The name of the chapter is “Teachers’ Unions and Teacher Politics” in the

American Education Book written by Joel Spring, Tenth Edition, Published by
McGraw-Hill, 2002.
4. METHOD OF THE STUDY
This graduation paper was performed with some following steps:
 Constructing the translation theory, then analyzing and presenting the
illustrating examples.
 Finding out the author and the book I will translate
 Beginning to translate, and studying particularly vocabularies, the names of
the organizations and some terminologies.
 Researching some references on Internet or in books in order to have more
basics to construct and analyze the graduation paper exactly and briefly.
5. STUDY ORGANIZATION
• Part A: Introduction
The introduction gives rationale for the study. It also outlines the aims and the
objectives of the study.
• Part B: Development
The development consists of 3 chapters:
Chapter 1: Theoretical Background
Chapter 2: Suggested Translation
Chapter 3: Analysis
• PART C: Dificultities and Solutions
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This part presents some difficulties I got when translating and outlines my
solutions to handle with them. References include all books, articles, or websites
referring to during the study. The appendix lists lots of examples of different groups
of equivalence in order of the alphabet.
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PART B: DEVELOPMENT
CHAPTER 1
THEORETICAL BACKGROUND

1.1. Translation Theory
1.1.1. Definition
Translation is a process of transferring a message from this language into
another language in the way the author intended the text.
Peter Newmark
1.1.2. Types of Categories
Types of categories of translation may be defined in terms of extent, levels, and
ranks of translation.
1.1.2.1. Full vs Partial Translation
a. Full Translation
This distinction relates to the extent (in a syntagmatic sense) of source language
text which is submitted to the translation process. The text may be a book, a simple
volume, a chapter, a paragraph, a sentence, a clause, etc. It may also be a figment,
not co-existing with any formal literacy or linguistic unit.
In a “full” translation, the entire text is submitted to the translation process, that
is, every part of the source language text is replaced with target language text
material. In a “partial translation”, some part or parts of the source language text are
left non-translated: they are simply transferred to and incorporated in the target
language text.
 Example: There has been a dramatic rise in house price this year.
 Đã có một sự gia tăng đáng kể về nhà ở trong năm nay.
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b. Partial Translation
In “partial” translation, the process of transferring source language lexical items
into a target language text is more complex than appears at first sight, seeming to
remain “non-translated”.
 Example: Chẳng còn nghi ngờ gì nữa!
No doubt/ undoubtedly/ Apparently
1.1.2.2. Total vs Restricted Translation
This distinction relates to the levels of language involved in translation.

a. Total Translation
In “total” translation, all levels of source language text are replaced with target
language material. Strictly speaking, “total” translation is a misleading term, since,
though total replacement is involved, it is not replacement with equivalent at all levels.
In “total” translation, source language grammar and lexis are replaced with
equivalent target language grammar and lexis. This replacement entails the
replacement of source
Language phonology/graphology with target language phonology/graphology, but
this is not normally replacement with target language equivalents.
Example: (1) Money is not the best thing. Tiền không phải là tất cả.
(2) Mary has just gone out! Mary vừa mới ra ngoài rồi!
b. Restricted Translation
In “restricted” translation, source language is replaced with equivalent one at
only one level (phonologically/graphologically) or at only one of the two levels of
grammar and lexis.
 Example: Birmingham: Bớt-ming-ham
California: Ca-li-phóc-ni-a
1.1.2.3. Phonological Translation
In this translation, the main thing is source language phonology is replaced with
equivalent target language one, but there are hardly other important replacements.
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 Example: Taekwondo: Thái Cực Đạo
In phonological translation, sometimes grammatical or lexical changes may
result accidentally. For example, an English plural such as “cats” may become a
“singular cat”when the target language has no final consonant clusters.
1.1.2.4. Graphological Translation
Source language graphology is replaced with equivalent target one without other
considerable replacements
 Example: zero : dêrô
Both phonological and graphological translation must be included in a general

theory of translation because they help throw light on the conditions of translation
equivalence, and hence on the more complex process of “total” translation.
1.1.2.5. Transliteration
This is a complex process involving phonological translation with the addition
of phonology – graphology correlation at both ends of the process, i.e. in source and
target language. First, source language graphological units are replaced with
corresponding source language phonological units. Then these source language
phonological units are translated into equivalent target language phonological units.
Finally, the target language phonological units are replaced with corresponding
target language graphological units.
 Example: New York: Niu Oóc
California : Ca-li-phóc-ni-a
1.1.2.6. Free, Literal, and Word-for-Word Translation
A “free” translation is always unbounded while “word-for-word” translation
generally means what it says. “Literal” translation lies between these extremes. It
may start from a “word-for-word” translation, but changes in conformity with target
language grammar (e.g. inserting additional words, changing structures, etc). This
may make it a group-group or clause-clause translation.
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 Example: a. It is raining cats and dogs.
 1. Nó đang mưa (các) con mèo và (các con chó).(Word-for-word)
2. Trời đang mưa như chó với mèo cãi nhau. (Literal)
3. Trời mưa tầm tã/ mưa như trút nước. (Free)
By these, only (3)-the free translation-is interchangeable with the SL text in a
situation where the addressee, listener, reader is looking forward to being able to
understand from his language.
1.2. Principles and Methods of Translation.
1.2.1. Principles of Translation
Although this is not a theoretical work, students may follow some guidelines on
how to help themselves to evaluate their own work. Below are some general

principles which are relevant to all translation.
1.2.1.1. Meaning
The translation should reflect accurately the meaning of original text. Nothing
should be arbitrarily added or moved, though occasionally part of the meaning can
be “transpose”. For example, “he was limp with fatigue” might become “Anh ta mệt
đến độ không đứng lên nổi”
Ask yourself:
1. Is the meaning of original text clear? It not, where does the uncertainly lie?
2. Are there any underlying implications?
 Example: “Correct me if I am wrong” suggests “I know I am right”
3. Is the dictionary meaning of a particular word the most suitable one?
 Example: Might “khả năng” in Vietnamese be “ability” in English in idea like
“Khả năng anh ta đếm được”.
(There are a lot of English words in a dictionary for this meaning: capacity,
ability, possible, possibility, can)
4. Does anything in the translation sound unnatural or forced?
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 Example: a. she did it with the reluctance. Cô ấy làm việc với sự miễn
cưỡng (?)
b. Diplomatic turn  “khúc quẹo” ngoại giao (?)
1.2.1.2. Form
The order of words and ideas in the translation should match that in the original as
closely as possible. This is particularly in the form and order of words. When in doubt,
underline in the original text the words on which the main stress falls. In English,
emphasis or main stress can be obtained through inversion of word order and using
different structures such as No sooner…than…, It is/was…that(who)…., Only by, etc.
 Example: It is the ideal condition of the “equal start” which only our most
progressive forms of modern education try to regain.
 Đó là điều kiện lí tưởng của sự khởi đầu bình đẳng mà chỉ có hình thức giáo
dục hiện đại tiến bộ nhất của chúng ta cố gắng đạt lại. (?)

1.2.1.3. Register
Languages often differ greatly in their levels of formality in a given context. To
resolve, these differences, the translator must distinguish between formal and fixed
expressions.
 Example: a. Please find enclose!
b. Please do not fold…!
c. We would like to express our gratitude to…
1.2.1.4. Source Language Influence
One of the most frequent criticisms of translation is that “It doesn’t sound
natural”. This is because the translator’s thoughts and choice of words are too
strongly moulded by the original text. A good way of shaking off the SL influence
is to set the text aside and translate a few sentences aloud from memory. This will
suggest natural patterns of thought in the first language (target language), which
may not come in mind when the eyes are fixed on the SL text.
 Example: nhạc “pop” “Doi Moi” Process
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1.2.1.5. Idiom
Idiomatic expressions are notoriously untranslatable.These include similes,
metaphors, proverbs, sayings, jargons, slangs, colloquialisms and phrasal verbs. If
the expressions cannot be directly translated, try any of the following:
1. Retain the original word, in inverted commas
 Example: a. Rồng đến nhà tôm.  A superior comes to visit his inferior.
b. Rừng vàng biển bạc. Prosperous wealth.
2. Retain the original expression, with a literal explanation in brackets
 Example: a. Look for a needle in a haystack. Mò kim đáy biển.
b. Eat like a horse.  Ăn khoẻ như trâu.
3. Use close equivalents
 Example: a. Better safe than sorry.  Cẩn tắc vô áy náy.
b. It never rains but it pours.  Hoạ vô đơn chí.
4. Use a non-idiomatic or plain prose translation

 Example: On the nail  Chính xác
Get off the ground  Khởi đầu suôn sẻ
1.2.1.6. Style and Clarify
The translator in general should not change the style of the original. But if the
text is sloppily written, or full of tedious repetitions, the translator may, for the
reader’s sake, correct the defects.
 Example: Hãy biết thương, biết yêu lấy đồng loại của của mình!
Let’s love our human fellows!
1.2.2. Methods of Translation
1.2.2.1. Word-for-Word Translation
This is often demonstrated as interlinear translation with the TL (target
language) immediately below the SL (source language) words. The SL word order
is preserved, and the words are translated singly by their most common meanings,
out of context. Cultural words are translated literally. The main use of word-for-
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word translation is either to understand the mechanics of the SL or to construct a
difficult text as a pre-translation process.
 Example: Mẹ tròn con vuông.
 Mother round child square.
Honda told to put brakes on new car prices.
 Honda đã bảo để phanh vào/ lên mới xe các giá (?)
1.2.2.2. Literal Translation
The SL grammatical constructions are converted to their nearest TL equivalents,
but the lexical words are again translated singly out of context. As a pre-translation
process this indicates the problem to be solved.
 Example: Bao giờ cho đến tháng Mười. When will October come? (?)
I used to be crazy about her.  Tôi đã từng điên khùng vì cô ấy (?)
1.2.2.3. Faithful Translation
A faithful translation attempts to reproduce the precise contextual meaning of
the original meaning within the constraints of the TL grammatical structures. It

“transfers” cultural words and preserves the degree of grammatical and lexical
“abnormality” in the translation. It attempts to be completely faithful to the
intentions and the text realization of the SL writer.
 Example: Love me, love my dog. Yêu tôi, (thì phải) yêu con chó của tôi (?)
1.2.2.4. Semantic Translation
This method must pay more attention to the aesthetic value (that is, the beautiful
and natural sound) of the SL text, compromising on “meaning” where appropriate
so that no assonance, word-play or repetition jars in the finished version.
Furthermore, it may translate less important cultural words by culturally neutral
third or functional tens but not by cultural equivalents and it may make other small
concessions to the readership. The distinction between “faithful” and “semantic”
translation is that the first is uncompromising and dogmatic while the second is
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more flexible, admits the creative exception to 100% of fidelity and allows for
translator’s intuitive empathy with the original.
 Example: Then the time returns as it once appeared.Rồi con tạo xoay vần.
A serene feeling pervaded my soul. Một cảm giác thanh tịnh lẻn vào hồn tôi.
1.2.2.5. Adaption
This is the “freest” form of translation, used mainly for plays (comedies) and
poetry. The themes, characters, plots are usually preserved, the SL culture is
converted to the TL one, and the text is rewritten.
 Example:
THE RAINY DAY
The day is cold, and dark, and dreary;
It rains, and the wind is never weary;
The vine still clings to the mouldering wall,
But at every gust the dead leaves fall,
And the day is dark and dreary.
My life is cold, and dark, and dreary;
It rains, and the wind is never weary;

My thoughts still cling to the mouldering past,
But the hopes of youth fall thick in the blast,
And the days are dark and dreary.
Be still, sad heart, and cease repining;
Behind the clouds is the sun still shining;
Thy fate is the common fate of all,
Into each life some rain must fall,
Some days must be dark and dreary.
H.Longfellow
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The suggested version:
NGÀY MƯA GIÓ
Ngày lạnh lẽo, tối đen, ảm đạm,
Đầy mưa rơi, gió lùa mây xám.
Bụi nho già còn bám lấy tường xiêu,
Lá vàng rơi trong gió giật, tiêu điều.
Ôi lạnh lẽo, tối đen, ảm đạm.
Đời tôi lạnh, tối đen, ảm đạm,
Đầy mưa rơi, gió lùa mây xám.
Tôi luôn buồn vì quá khứ buồn đau.
Bao ước mơ, tuổi trẻ còn đâu.
Ôi lạnh lẽo, tối đen, ảm đạm.
Hãy nín lặng, tim ta, đừng than thở!
Sau mây mù là mặt trời rực rỡ.
Trong đời người, như đời của muôn người,
Tránh thế nào khỏi mấy hạt mưa rơi,
Phải có ngày tối đen, ảm đạm!
Thái Bá Tân
1.2.2.6. Free Translation
This method reproduces the matter without the manner, or the content without the

form of the original. Usually, it is a paraphrase much longer than the original, a so-called
“intra-lingual translation”, often prolix, pretentious, and seemingly non-translated at all
 Example: Shall we go for a blow?  Chúng ta đi dạo mát/ hóng gió nhé?
Have a good trip!  Chúc thượng lộ bình an!
1.2.2.7. Idiomatic Translation
This produces the “message” of the original again but tends to distort the
nuances of meaning by preferring colloquialisms and idioms where these do not
exist in the original.
16
 Example: Save for rainy day.
 Làm khi lành để dành khi đau.
It never rains but it pours.
 Phúc bất trùng lai/Hoạ vô đơn chí.
Give him an inch, he will take a yard.
 Được voi đòi tiên.
1.2.2.8. Communicative Translation
This method attempts to render the exact contextual meaning of the original in
such a way that both content and language are readily acceptable and
comprehensible to the readership. This translation is rather often news on radio or
newspapers. Sometimes communicative and semantic translation may coincide with
each other.
 Example: No awareness is dangerous for driving  Lái xe khi bạn không tỉnh
táo rất là nguy hiểm.
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CHAPTER 2
SUGGESTED TRANSLATION
ORIGINAL VERSION SUGGESTED VERSION
1.
Calling her speech “Why Teachers
Should Organize”, Margaret Haley

declared, as the first woman to ever
speak from the floor of a national
meeting of The National Education
Association (NEA), “Two ideals are
struggling for supremacy of
commercialism … the other, the ideal of
democracy, the ideal of educators”.
Inviting teachers to organize to protect
the interests of children, workers, and
democracy, Haley exhorted, “It will be
well indeed if the teachers have the
courage of their convictions and face all
that the labor unions have faced with
the same courage and perseverance”.
Delivered in 1904, Harley’s speech
marked the rise of teacher unionism and
the eventual founding of the American
Federation of Teachers (AFT).
2.
1.
Là người phụ nữ đầu tiên từng phát
biểu ở phòng họp hội nghị quốc gia của
Hiệp hội Giáo dục Quốc gia NEA,
trong bài diễn văn của mình với chủ đề
“Tại sao các giáo viên nên tập hợp lại”,
bà Margaret Haley đã tuyên bố rằng:
“Hai quan niệm đang đấu tranh cho ưu
thế về thương mại, một quan niệm của
nền dân chủ, một quan niệm của các
nhà giáo dục”.

Bà mời các giáo viên cùng nhau thành
lập một tổ chức để bảo vệ các quyền lợi
của trẻ em, người lao động, sự dân chủ,
và chủ trương rằng: “Sẽ thật sự tốt nếu
các giáo viên dám dùng lời thuyết phục
của mình nói và đương đầu với tất cả
rằng các công đoàn cũng đang đối phó
cùng với niềm tin và ý chí như thế.
Bài phát biểu của bà Harley được tuyên
bố vào năm 1904 đã đánh dấu sự phát
triển trong giới giáo viên và sự sáng lập
sau cùng là Liên đoàn giáo viên Mỹ
(AFT).
2.
18
In 1998, echoing Haley’s idealism,
Mary Kimmel bemoaned the continued
rivalry between the NEA and AFT,
“How can students learn if they don’t
have a full stomach and a safe
environment? I don’t know how we as
educators can battle foes of public
education if we’re still fighting against
ourselves.
“While struggling to overcome the
differences between the two teachers’
unions, organized teachers fulfilled
Haley’s dream of becoming an
important force in American education
and politics. Even national politicians

paid attention to the power of the
teachers’ unions.
3.
Both teachers’ unions, the AFT and the
NEA, actively participate in national
elections. They work for both
presidential and congressional
candidates.
Năm 1998, nhắc đến chủ nghĩa lí tưởng
Harley, Mary Kimmel đã rất tiếc về
tình trạng ganh đua vẫn tiếp tục giữa
Hội Liên hiệp Giáo dục Quốc gia NEA
và Liên đoàn Giáo viên Mỹ AFT,
“Làm thế nào mà các sinh viên có thể
học tập nếu họ đói và môi trường học
không an toàn? Tôi không biết với tư
cách là những nhà giáo dục chúng ta có
thể chiến đấu như thế nào với kẻ địch
của nền giáo dục cộng đồng nếu chúng
ta cứ tranh đấu lẫn nhau.
Trong lúc vừa cố gắng vượt qua những
khác biệt giữa hai liên hiệp, chúng ta
cũng phải tập hợp các giáo viên lại thành
lập một tổ chức nhằm thực hiện mong
ước của Haley về việc các hiệp hội trở
thành một lực lượng chủ chốt trong nền
giáo dục và đời sống chính trị Mỹ.Thậm
chí ngay cả những nhà hoạt động chính
trị cũng phải lưu tâm đến quyền lực của
các Hiệp hội giáo viên.

3.
Cả hai hiệp hội giáo viên AFT và NEA,
tích cực tham gia vào các cuộc bầu cử
quốc gia. Họ làm việc cho các ứng cử
viên tổng thống và quốc hội Hoa Kì.

19
Over the last two decades, they have
given most of their support to
candidates from the Democratic Party.
This has created a split between the two
national political parties over
teachers’unions.
Overall, Republicans oppose the work
of teachers ‘unions, while Democrats
are supportive. Of course, like other
aspects of American politics, these
alliances can vary from state to state.
4.
Besides working in election campaigns,
both unions have full-time Washington
lobbyists who try to ensure that federal
legislation does not jeopardize the
welfare of teachers. Also, both unions
maintain lobbyists at the state level and
work for candidates to the state
legislature.
Trong suốt hai thập kỉ qua, họ đã đóng
góp phần lớn sự giúp đỡ của mình cho
các ứng viên của Đảng Dân Chủ. Điều

này đã tạo sự chia rẽ giữa hai đảng phái
chính trị quốc gia.
Nói chung, những thành viên của Đảng
Cộng Hòa phản đối việc làm của các tổ
chức giáo viên, trong khi đó các thành
viên của Đảng Dân Chủ thì rất khuyến
khích điều đó.Tất nhiên, giống như
những khía cạnh khác của đời sống
chính trị Mỹ, thì những khối liên minh
này ở bang này có thể khác với bang
khác.
4.
Bên cạnh làm việc trong các chiến dịch
bầu cử, cả hai hiệp hội đều có những
người hoạt động hành lang làm việc cả
ngày ở Washington - những người cố
gắng đảm bảo rằng pháp luật liên bang
không ảnh hưởng xấu đến quyền lợi của
giáo viên. Cả hai hiệp hội cũng hỗ trợ tài
chính ở cấp độ nhà nước cho các nhà vận
động hành lang và làm việc cho các ứng
cử viên trong cơ quan lập pháp liên
bang.
20
At the local level, teachers’ unions have
increasingly supported and campaigned
for candidates in local school board
elections. The involvement of teachers’
unions in national, state, and local
politics has made them a powerful

political force.
5.
DIFFERENCES BETWEEN THE
TWO UNIONS
Consequently, the NEA restricts its
membership to, in the words of their
official description, “anyone who works
for a public school district, a college or
university, or any other public institution
devoted primarily to education… NEA
also has special membership categories
for… college students to become
teachers.”
6.
On the other hand, the AFT traditionally
embraced all educational workers,
teachers, state and local government
employees, and health workers.
Ở cấp địa phương, các liên đoàn giáo
viên không ngừng ủng hộ và tham gia
vào chiến dịch bầu cử của các ứng cử
viên ở các cuộc bầu cử hội đồng trường
học địa phương. Sự tham gia của các
liên minh giáo viên vào các hoạt động
chính trị địa phương, bang và quốc gia
đã giúp họ trở thành một lực lượng chính
trị có quyền lực.
5.
SỰ KHÁC BIỆT GIỮA HAI LIÊN
HIỆP

Do đó, NEA hạn chế kết nạp hội viên
của họ, theo như trong bản mô tả chính
thức, NEA đã cho biết rằng: “bất cứ ai
làm việc cho các khu vực trường học
công, trường cao đẳng, đại học, hoặc bất
cứ cơ quan nhà nước nào cũng đều đã
đóng góp chính vào nền giáo dục…
NEA cũng có một số ưu đãi thành viên
cho các sinh viên cao đẳng sư phạm sắp
trở thành giáo viên”.
6.
Mặc khác, Liên đoàn Giáo viên Mỹ lại kết
nạp tất cả thành viên bao gồm tất cả nhân
lực giáo dục, giáo viên, nhân lực chính
quyền địa phương, bang và nhân viên y tế.