Shadowing Practice: My 5-Minute At-Home Speech Delay Activity for Parents - Learn English Speaking with Video
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Five minutes of your time is all you need to get your child to start talking to you.
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Doesn't matter if they're on a spectrum, if they're just speech delayed, or there's a language delay or disorder, whatever it is.
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I can assure you, if you go through these steps, five minutes is all you need to get substantial results.
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Now, I don't mean that the generic advice that you go down to your child's level, narrate everything, talk about this and that, no questions, play and being child-led.
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follow their lead and all that.
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By all means, those are really good suggestions, but it's all over the internet.
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Your therapist would have already told you about this.
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In fact, you might have read a book called It Takes Two to Talk.
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I love that book.
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It's right behind me.
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It's great.
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What I'm trying to tell you is five minutes of structured learning.
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Now, before I lose you, okay, structured learning doesn't mean that we're forcing a child to want to work with us,
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In fact, if you force a child to do something, what happens is that they start not to trust you.
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I'll get to the more theory-based stuff afterwards, but I just want to tell you what the structured task means.
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It means you sit your child at a table.
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There's a chair.
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You're sitting next to each other.
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You have one thing that your child has to finish, and then he or she will be rewarded.
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Now, the reward could be something intangible, like a praise, like a high five, or it could be very well a tangible thing such as a snack,
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some screen time even.
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All right, I'm going to get lost stick for saying this.
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It could be anything that is rewarding, actually rewarding for the child.
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So within the five minutes, what we have to do is to define what goal we want to do, teach it, make sure the child doesn't fail, make it successful for them.
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every time they do it reward within those five minutes don't
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reward at the end of five minutes what's going to teach them teach your child is
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that all i got to do is to wait until the session ends
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and it doesn't matter what i do what he
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or she does in terms of their capabilities and abilities
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and performance so we want the child to finish a task get rewarded multiple times within
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that five-minute task now i just spoke to a parent who
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was within our parent coaching she's she was a little bit frustrated
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and she was like hey i mean i've been in this
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coaching with you guys for an extended period of time
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and i'm still stuck so then i looked at what she was doing the mother was doing
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and the the videos that she was sending to her coach
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and when i saw it i was a little bit disappointed and I pointed out that the child was on a sofa,
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sometimes the child was on the floor, sometimes he was jumping around and the mother was trying to get a vowel sound out of the child.
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And other than the vowel sound, the child would be very compliant to do everything.
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But then when it came to the harder task, what he would do is that he would be really cute, he would jump, he would hug,
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he would kiss mommy, and all this is great relationship building.
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but that's the wrong relationship.
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Okay.
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So why do we need the child to sit with us?
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It's because if talking is the hardest thing that your child is experiencing currently,
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you don't want him to be practicing talking or language or listening,
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whatever the hardest thing currently whilst he's out and about on the floor and not at the chair.
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So why do I say this?
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Because let's say if I am, let's say that I'm a Westerner and I'm learning how to use chopsticks, right?
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Would you rather, would I rather learn chopsticks whilst I'm sitting at a table with a proper posture
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and I know what I'm supposed to do?
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I'm supposed to take this and put it there with my chopsticks, right?
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Would I rather do that or would I rather be on the floor and trying to experiment it by myself, right?
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So anyone who is going through any skills, learning any skill, like playing piano,
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learn guitar, would you much rather be all over the sofa trying to play guitar and memorize the chords and, you know, like instantly play a song?
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No, you don't want to.
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You want to have this structured time where it's part of your practice.
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I'm not saying all of it is supposed to be like this
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because then all the speech therapists are going to come after me
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and say it's not evidence-based how dare you talk about something that's not child-led uh it's traumatizing what
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and I'm sure that it's uh
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that there's a lot of research about why child-led is the
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best therapy out there don't get me wrong I do agree
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but then it's not the best for the parent
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because the parent doesn't know what to do what we need to do is within
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that five minutes we have to separate and isolate a certain number of repetitions and goals to do
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when the child is focused with us.
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And the biggest problem with parents trying to teach delayed children at home is
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that there isn't a clear goal and that the relationship between the child and the mother or the father, like 90% of you guys are women,
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so I'm guessing mothers, they don't have a proper working relationship.
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And to fix this, the only way to do it is the five minutes every day.
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Now, if you're already a veteran, you learned a lot more about this and you're willing to, you can go to agentsofspeech.com slash course and we have all the courses
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that you need to learn about structured tasks at each different language level
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so all you're going to do is start up with five minutes
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and slowly move on to 15
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and 15 to 20 minutes is all you need every day in order to teach new language goals
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or speech goals for that matter
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so let's get back to the working relationship this relationship is very important because I went to church last Sunday,
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as I always do, and the pastor talked about something that really hit me.
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He said that the relationship is the root and the thing that we're trying to do is the fruit, right?
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So this could be your relationship with God, your relationship with your child, but everything stems from, literally,
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from the roots, which is your relationship with that child.
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Now, when the pastor said this, it really hit me because when I see children in real life, which I don't really anymore,
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I focus 100% on online coaching.
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I believe that's the best way to help you and your child.
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I realized the reason why I made a shift was because my relationship with their child had the roots of work.
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When the child didn't know how to say something
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or do something they would ask for me for help
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and you could see this in everything even
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when he couldn't open a bottle he would ask me to prompt him
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when he couldn't say something he asked me to prompt him
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but when he needed comfort he went to the parents so
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when he wanted comfort he wouldn't come to me right
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when he wanted comfort he would go to the parents instead
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so what this told me is
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that the nature of the relationship it creates different fruits
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that creates different things
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that we're hoping to get out of the relationship okay the roots is the relationship
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so that's why in the five minutes every day what you want to do is to create
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that time you want to make sure
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that it's the highest success rate possible for the child therefore you have to set the correct goals right
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and then you have to give the correct prompt so
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that you won't get a failure okay
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so the parent i was talking about one of our clients um what happened was
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that she asked the the child to say seven times without any any prompts
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or decrease in goals what that taught her son was
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that I can actually ignore my mom
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because after seven times my mom's gonna do something easier
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or give up right so then the relationship is that
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when I need something from mom I just need to wait
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and I'll get it so therefore I don't need to talk I don't need to work hard.
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Right.
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So I'm not telling, I'm not telling everyone in the world to have like discipline and, you know, like drill or whip, no children.
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I don't mean that.
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I mean is that
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when you have a good relationship a working relationship like a lot of therapists do with their clients is that
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when they're trying to do something they know the therapist the
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person in front of them are going to help are going
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to reward are going to teach them what to say what to do at
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that certain place in time so when you create a structured environment where it's always that table,
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always that chair, always a reward and a reinforcement that they only get during that structured five minutes of time,
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any child will be very willing to sit down and work with you.
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And within that work, as long as you keep the failure rate as low as possible.
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Now, we talk about this, about prompting and queuing inside the micro course.
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And you can go to, again, agentsofsqueech.com slash course.
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The link is in the description below.
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And you can learn about these things.
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Okay?
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So after we have this five minutes every day, you will be a lot clearer about where your child is at, how you prompt them.
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You build a better relationship with your child so that when they need something or they don't know what to do, they will come to you.
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All these three things will make it much easier for you to communicate, for you to talk to your child, for them to catch up.
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Because every day when they don't know what to say, they're going to look for you.
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You give them a framework.
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They give them an escape plan when they don't know what to do.
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They come to you so that you can prompt them.
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And a lot of therapists, this is my last point, I swear.
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A lot of therapists will say, oh, what's the point of them talking if they didn't want to talk?
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We want them to want to talk.
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That's why we're doing the naturalistic things.
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But the problem is when the parent is doing the therapy, there's a lot of things going into doing naturalistic child-led therapy.
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You need to think about the activity.
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You need to think about how to make it fun, even though the child is leading the play.
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You need to think about how to prompt.
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You need to think about how to react and what to say.
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All these things are going inside their mind.
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So why are we doing structured for parents like yourself?
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And if you're a therapist, don't do this.
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Obviously, do whatever that you were taught and your master's degree.
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What you need to do is to focus on these five minutes so that you, the parent, can build up the expertise and prompting and praising
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and rewarding and building a relationship where if a child doesn't know what to do, they'll come to you.
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Right.
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So that's all I wanted to share with you.
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If you want to work with us or you want to take the free courses, all the links are in the description.
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Go check it out.
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And if you have other questions, why not put in the comments as well.
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Okay.
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So that's it for today.
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And you want to see this next video here.
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All right.
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See you.
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Bye.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “My 5-Minute At-Home Speech Delay Activity for Parents”. Las palabras que más se repiten: relationship, parent, structured. Este vídeo tiene 161 frases y 2057 palabras para practicar shadowing. La parte hablada dura 10:50. El hablante habla rápido, unas 190 palabras por minuto, así que espera sonidos enlazados y reducidos. El 88 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es fácil de seguir.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| prompt verbo | /pɹɑmpt/ | llevar a, concitar |
| therapist sustantivo | /ˈθɛɹəpɪst/ | terapeuta |
| vowel sustantivo | /ˈvaʊ.əl/ | vocal |
| sofa sustantivo | /ˈsoʊ̯fə/ | sofá, sillón |
| pastor sustantivo | /ˈpæs.tɚ/ | pastor |
| compliant adjetivo | /kəmˈplaɪənt/ | cumplidor, cumpliente |
| frustrate verbo | /ˈfɹʌsˌtɹeɪt/ | frustrar |
| intangible adjetivo | /ɪnˈtæn.d͡ʒə.bəl/ | intangible |
| memorize verbo | /ˈmɛm.əˌɹaɪ̯z/ | memorizar |
| narrate verbo | /ˈnæɹeɪt/ | narrar, contar |
| reinforcement sustantivo | /ˌɹiːɪnˈfɔːsmənt/ | refuerzo, reforzamiento |
| repetition sustantivo | /ˌɹɛp.əˈtɪʃ.ən/ | repetición |
| traumatize verbo | /ˈtɹɔ.mə.taɪz/ | traumatizar |
| isolate verbo | /ˈaɪ.sə.leɪt/ | aislar |
| chord sustantivo | /kɔɹd/ | acorde |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| go through verbo | atravesar |
| catch up verbo | enredar |
| get back to verbo | responder / contestar (en un rato), volver / tornar a contactar |
| get out of verbo | salirse de, ponerse fuera de |
| give up verbo | rendirse, entregar |
| point out verbo | señalar, apuntar |
| sit down verbo | sentarse |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- You're sitting next to each other.
- No, you don't want to.
- That's why we're doing the naturalistic things.
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | will be rewarded · were taught |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | anyone who is · roots, which is |
Pronunciación a tener en cuenta
El hablante usa 58 contracciones y formas reducidas, como don't, I'm, doesn't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: repetition /ˌɹɛp.əˈtɪʃ.ən/, assure /əˈʃʊɹ/
- Palabras largas — cuida el acento: intangible /ɪnˈtæn.d͡ʒə.bəl/, reinforcement /ˌɹiːɪnˈfɔːsmənt/, repetition /ˌɹɛp.əˈtɪʃ.ən/, capability /ˌkeɪ.pəˈbɪl.ɪ.ti/
Sonidos difíciles para hispanohablantes:
- /v/ — no es /b/: los dientes tocan el labio inferior: vowel /ˈvaʊ.əl/, microwave /ˈmaɪkɹoʊˌweɪv/
- /z/ — sonora, no /s/: memorize /ˈmɛm.əˌɹaɪ̯z/, traumatize /ˈtɹɔ.mə.taɪz/, expertise /ˌɛkspɜːˈtiːz/
- /dʒ/ — no es la “y” ni la “ch”: intangible /ɪnˈtæn.d͡ʒə.bəl/, tangible /ˈtæn.d͡ʒə.bəl/, generic /dʒɪˈnɛɹ.ɪk/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Empieza a velocidad 0,75×, haz shadowing frase por frase y vuelve a la velocidad normal cuando te resulte fácil.
- Grábate y compara con el original, prestando atención a palabras como prompt, therapist, vowel.
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.