Question

请高手帮忙翻译一下这篇文章，万分感谢！

Teacher Education: Still the Heart of the Matter
By James E. Alatis Co-director, NCLRC
Dr. Alatis has had a long and distinguished career as a foreign language educator. He is the Senior Advisor for International Language Programs & Research, and Dean Emeritus of the School of Languages & Linguistics at Georgetown University. As Chief of the Language Research Section (NDEA) for the U.S. Office of Education, he was instrumental in determining priorities for the U.S. government's funding of language programs. Countless linguistics and language students have benefited from his mentoring, teaching, and guidance.
Language teachers are the often unsung heroes and heroines of our society, frequently under appreciated in some circles, and often rewarded only with the tremendous psychic benefits afforded by the service-oriented satisfactions, with which this noble profession has long been associated. As paragons of virtue and self-sacrifice, language teachers are models worthy of emulation by their students and colleagues, and the cornerstone of our democratic society. It is to these legions of teachers to which this article is dedicated. I congratulate you and applaud you, as a teacher myself, and wish you continued success in your careers.
Let me state at the outset that I use the word "education" in my title advisedly. I have been known to say somewhat humorously: "Training is for dogs, education is for people." Behind the humor, however, is a serious point: The preparation of quality teachers of any subject, but especially teachers of second or foreign languages, requires a special kind of competence, based on academic principles, practical experiences, and personal attributes, that result in truly remarkable professionals.
First, in common with that of all teachers, the preparation of language teachers is based on sound general education courses or experiences, which have helped them become well-educated persons with a strong background in the liberal arts and sciences. Second, language teachers have had academic specialization courses or related experiences, which have helped them become proficient in their area of concentration. Mere knowledge of the language they teach is not enough. They are not drillmasters in the replicative sense, nor do they engage in mindless repetition of regurgitated knowledge.
请不要用机器翻译。

Answer 1

教师教育：仍是问题的核心
由詹姆斯体育alatis共同主任， nclrc
博士alatis了漫长而杰出的职业生涯，作为一门外语教育家。他是资深顾问，为国际语言课程及研究，以及名誉院长对学校的语言与语言学在乔治敦大学。作为行政的语文研究组（ ndea ） ，为美国教育厅的，他是在确定优先次序，为美国政府的拨款的语言课程。无数语言学与语言的学生都受益于他的挚友，教学和指导。
语文教师往往是默默无闻的英雄儿女，我们的社会，频频赞赏下，在某些圈子里，而且往往只奖励与巨大的心理福利所提供的服务导向满足感，而这种崇高的行业长期以来一直有联系。作为典范的美德和自我牺牲精神，语文教师的楷模，值得效仿他们的学生和同事，和基石，我们的民主社会。这是这些军团的教师，其中这篇文章是专用。我祝贺你，并称赞你，作为教师本人，并祝愿你们继续取得成功，在你的职业发展。
让我首先声明说，我用"教育"一词，在我的头衔深思熟虑。我一直知道说有点幽默地说： "训练是为狗，教育是为人民" 。背后的幽默，不过，这是一个严重的一点是：编制的高素质的教师队伍，有任何问题，但尤其是教师的第二或外语，需要一种特殊的能力，基于对学术的原则，实践经验，以及个人特质，这一结果在真正了不起的人才。
首先，在共同的，与所有教师，编写语文教师的，是建立在健全的基础教育课程或经验，这有助于他们成为受过良好教育的人具有强烈的背景，在文科和理科。第二，语文教师进行了学术专业化课程或相关的经验，这有助于他们成为既精通自己的领域集中。单纯的语言知识，他们教是不够的。他们不是drillmasters在复制意义上说，它们也不搞盲目重复regurgitated知识。

Answer 2

教师教育：仍是问题的核心
由詹姆斯体育alatis共同主任，国家首都语言资源中心
博士alatis了漫长而杰出的职业生涯，作为一门外语教育家。他是资深顾问，为国际语言课程及研究，以及名誉院长对学校的语言与语言学在乔治敦大学。作为行政的语文研究组（ 国防教育法 ） ，为美国教育厅的，他是在确定优先次序，为美国政府的拨款的语言课程。无数语言学与语言的学生都受益于他的挚友，教学和指导。
语文教师往往是默默无闻的英雄儿女，我们的社会，频频赞赏下，在某些圈子里，而且往往只奖励与巨大的心理福利所提供的服务导向满足感，而这种崇高的行业长期以来一直有联系。作为典范的美德和自我牺牲精神，语文教师的楷模，值得效仿他们的学生和同事，和基石，我们的民主社会。这是这些军团的教师，其中这篇文章是专用。我祝贺你，并称赞你，作为教师本人，并祝愿你们继续取得成功，在你的职业发展。
让我首先声明说，我用"教育"一词，在我的头衔深思熟虑。我一直知道说有点幽默地说： "训练是为狗，教育是为人民" 。背后的幽默，不过，这是一个严重的一点是：编制的高素质的教师队伍，有任何问题，但尤其是教师的第二或外语，需要一种特殊的能力，基于对学术的原则，实践经验，以及个人特质，这一结果在真正了不起的人才。
首先，在共同的，与所有教师，编写语文教师的，是建立在健全的基础教育课程或经验，这有助于他们成为受过良好教育的人具有强烈的背景，在文科和理科。第二，语文教师进行了学术专业化课程或相关的经验，这有助于他们成为既精通自己的领域集中。单纯的语言知识，他们教是不够的。在重复意义上说，他们不是教官，它们也不搞盲目重复知识。