Shadowing-Übung: Education gap: The root of inequality - Englisch Sprechen Lernen mit Video
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Educational inequality is probably more than anything else the fundamental root of broader inequality.
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If we look at inequality and access to particular careers, inequality and income and wealth,
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inequality in the nature of political participation,
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all those things are mitigated by equalizing the skills that education produces.
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Not only the academic skills but the dispositions, the frames of minds, the the conscientiousness, the diligence, the sense of agency.
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And so I think there is nothing more important we could do
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to produce the type of society we want
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than to raise outcomes in the field of education so that knowing somebody's race or ethnicity
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tells you nothing at all about what their test scores or grades or occupation might be.
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Boston is a place where I think we are a national leader on many educational fronts,
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But the story is really that we're not doing everything that we want to be doing.
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We aren't delivering on all of the outcomes that we want to deliver.
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And it's really an educational equity issue.
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So we do see the disparities by gender and by race in educational outcomes in Boston.
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And if we're really going to get to for all results, which is where
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Boston wants to get, we've got to dig in on educational equity issues.
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There's not just one challenge to face when we talk about achievement gaps.
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Even if we just talk about racial achievement gaps, we have students of color in high -income suburban districts that are lagging their white classmates.
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We have inner -city school districts that are high poverty, have a difficult time attracting teachers.
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So the work
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that needs to happen is to figure out how in each of these contexts we can make the changes
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that are necessary to produce the excellence to which we aspire.
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Their needs, the kids in the inner cities have, the people in upper income suburbs never even imagine.
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But the most effective schools and teachers in the inner city adapt to those needs.
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They meet the kids where they are.
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They establish person environment fit for these kids as they pass through the school.
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And if we can do that at some greater scale,
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it truly is plausible that we can have much less poverty in the next generations
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and that we can have the society with regard to race that we want in the future.
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Achievement gaps by race, gender, and socioeconomic status are stark in the national data by the age of two.
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So we can't wait till school starts.
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There's an initiative we've just launched in Boston called the Boston Basics, where we've got five basic ideas about early childhood parenting, five propositions
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that we want everybody in the city to know
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we're saturating the city with what young parents of young children need to know in order
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that their kids don't fall behind by the age of two.
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It's not just about giving information, it's about building that niche of social support around them so
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that they know that the grandparents and the relatives and the minister
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and the barber all know this is important and that they are being supported to do these things.
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You can do it with materials that are already in the house
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and there's nothing in here that is particular to any particular racial, ethnic or socioeconomic group.
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This is human stuff.
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This is stuff that everybody in the community can benefit from.
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The second thing that excites me these days is the youth culture piece of it.
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Schools have two curricula.
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They have the curricula the teachers teach and the ones the kids teach.
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Part of what we're picking up is a lot of the misbehavior is instances where kids are doing things
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they don't even want to do.
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They're just trying to fit in.
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And so the idea of intervening into the youth culture
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and helping kids to develop the culture they really want in their school.
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They've already got the right values.
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They don't have the social opportunities to live out those values.
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You just have to like help students want to help each other.
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It takes student leadership to give people permission even to say what they would think is cool.
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So are you a student leader?
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I tried.
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You try to be?
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How plausible is it
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that you could organize a project at the school where you would get students to talk honestly about the way
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they really wanted to be?
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If you could, we can tell your story.
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You can help other people at other places.
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There's no choice but to try to make the things happen that we know need to happen.
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Because it's too scary what would happen if they don't happen.
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These days are so reminiscent of the 60s and early 70s.
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All those issues are coming back.
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There was a period where you thought we'd gotten over that.
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But there are enough instances where people have produced lots of progress in inner city schools to think
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that if we really want to do it, if we really have the political will to make it happen, we can.
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Because it's our generational responsibility to work on it no matter whether we're optimistic or pessimistic.
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Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung basiert auf dem Video „Education gap: The root of inequality“. Diese Wörter kommen am häufigsten vor: happen, inequality, educational, Boston, student. Dieses Video enthält 70 Sätze und 875 Wörter zum Nachsprechen. Der gesprochene Teil dauert 5:29. Der Sprecher spricht in natürlichem Tempo, etwa 159 Wörter pro Minute, ähnlich wie im Alltagsgespräch. 89 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also leicht zu verfolgen.
Wichtiger Wortschatz in diesem Video
15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| inequality Substantiv | /ˌɪn.ɪˈkwɑ.lɪ.ti/ | Ungleichheit |
| gap Substantiv | /ɡæp/ | Spalte, Ritz |
| achievement Substantiv | /əˈt͡ʃiːv.mənt/ | Errungenschaft, Leistung |
| poverty Substantiv | /ˈpɑːvɚti/ | Armut |
| skill Substantiv | /skɪl/ | Fähigkeit, Fertigkeit |
| equity Substantiv | /ˈɛk.wɪ.ti/ | Gerechtigkeit, Gleichheit |
| racial Adjektiv | /ˈɹeɪʃəl/ | rassisch, Rassen- |
| curriculum Substantiv | /kəˈɹɪk.jə.ləm/ | Lehrplan, Studienplan |
| plausible Adjektiv | /ˈplɑ.zɪ.bəl/ | plausibel, glaubhaft |
| relative Substantiv | /ˈɹɛl.ə.tɪv/ | Verwandter, Blutsverwandter |
| establish Verb | /ɪˈstæb.lɪʃ/ | feststellen, etablieren |
| scary Adjektiv | /ˈskɛə.ɹi/ | schrecklich, furchterregend |
| initiative Substantiv | /ɪˈnɪʃ.ə.tɪv/ | Initiative |
| regard Substantiv | /ɹɪˈɡɑːd/ | Respekt, Achtung |
| ethnic Adjektiv | /ˈɛθ.nɪk/ | ethnisch |
Phrasal Verbs, die du hören wirst
| Wort | Bedeutung |
|---|---|
| come back Verb | zurückkommen, zurückkehren |
| fall behind Verb | sich verspäten, zu spät sein |
| figure out Verb | herausfinden |
| get over Verb | überwinden |
| live out Verb | ausleben |
| pick up Verb | aufheben, aufnehmen |
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | we've just launched · have produced |
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | are mitigated · being supported |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 17 Kurzformen und abgeschwächte Formen, zum Beispiel we're, don't, we've. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die „th“-Laute: ethnic /ˈɛθ.nɪk/, ethnicity /ɛθˈnɪsɪti/
- Die Laute „sh“ und „zh“: racial /ˈɹeɪʃəl/, establish /ɪˈstæb.lɪʃ/, initiative /ɪˈnɪʃ.ə.tɪv/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, occupation /ˌɑkjʊˈpeɪʃən/
- Lange Wörter – auf die Betonung achten: inequality /ˌɪn.ɪˈkwɑ.lɪ.ti/, curriculum /kəˈɹɪk.jə.ləm/, initiative /ɪˈnɪʃ.ə.tɪv/, fundamental /ˌfʌn.dəˈmɛn.təl/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): inequality /ˌɪn.ɪˈkwɑ.lɪ.ti/, equity /ˈɛk.wɪ.ti/, equalize /ˈikwəˌlaɪz/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: relative /ˈɹɛl.ə.tɪv/, initiative /ɪˈnɪʃ.ə.tɪv/, regard /ɹɪˈɡɑːd/, organize /ˈɔɹɡənaɪz/, suburbs /ˈsʌbɝbz/
- /æ/ — offener als „ä“: gap /ɡæp/, establish /ɪˈstæb.lɪʃ/, attract /əˈtɹækt/, adapt /əˈdæpt/, lag /læɡ/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Beginne mit 0,75-facher Geschwindigkeit, sprich Satz für Satz nach und wechsle zur normalen Geschwindigkeit, sobald es leichtfällt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie inequality, gap, achievement.
Was ist die Shadowing-Technik?
Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.