Pratique du Shadowing: Education gap: The root of inequality - Apprendre l'anglais à l'oral avec la vidéo
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70 phrases
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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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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « Education gap: The root of inequality ». Les mots qui reviennent le plus souvent : happen, inequality, educational, Boston, student. Cette vidéo contient 70 phrases et 875 mots à répéter en shadowing. La partie parlée dure 5:29. Le locuteur parle à un rythme naturel d’environ 159 mots par minute, proche d’une conversation courante. 89 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| inequality nom | /ˌɪn.ɪˈkwɑ.lɪ.ti/ | inégalité |
| gap nom | /ɡæp/ | brèche, écart |
| achievement nom | /əˈt͡ʃiːv.mənt/ | réalisation, accomplissement |
| poverty nom | /ˈpɑːvɚti/ | pauvreté |
| skill nom | /skɪl/ | habileté, compétence |
| equity nom | /ˈɛk.wɪ.ti/ | impartialité, solidarité |
| racial adjectif | /ˈɹeɪʃəl/ | racial |
| curriculum nom | /kəˈɹɪk.jə.ləm/ | cursus |
| plausible adjectif | /ˈplɑ.zɪ.bəl/ | plausible |
| relative nom | /ˈɹɛl.ə.tɪv/ | parent |
| establish verbe | /ɪˈstæb.lɪʃ/ | affermir, instaurer |
| scary adjectif | /ˈskɛə.ɹi/ | sinistre, terrifiant |
| initiative nom | /ɪˈnɪʃ.ə.tɪv/ | initiative |
| ethnic adjectif | /ˈɛθ.nɪk/ | ethnique |
| fundamental adjectif | /ˌfʌn.dəˈmɛn.təl/ | fondamental |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| come back verbe | revenir |
| fall behind verbe | être en retard |
| figure out verbe | cerner |
| get over verbe | surmonter |
| pass through verbe | traverser |
| pick up verbe | soulever |
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | we've just launched · have produced |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | are mitigated · being supported |
Prononciation à surveiller
Le locuteur utilise 17 contractions et formes réduites, comme we're, don't, we've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: ethnic /ˈɛθ.nɪk/, ethnicity /ɛθˈnɪsɪti/
- Les sons « sh » et « zh »: racial /ˈɹeɪʃəl/, establish /ɪˈstæb.lɪʃ/, initiative /ɪˈnɪʃ.ə.tɪv/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, occupation /ˌɑkjʊˈpeɪʃən/
- Mots longs — placez bien l’accent: inequality /ˌɪn.ɪˈkwɑ.lɪ.ti/, curriculum /kəˈɹɪk.jə.ləm/, initiative /ɪˈnɪʃ.ə.tɪv/, fundamental /ˌfʌn.dəˈmɛn.təl/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: achievement /əˈt͡ʃiːv.mənt/, niche /nɪt͡ʃ/, diligence /ˈdɪlɪd͡ʒəns/
- /r/ anglais — langue recourbée, sans frotter la gorge: racial /ˈɹeɪʃəl/, curriculum /kəˈɹɪk.jə.ləm/, relative /ˈɹɛl.ə.tɪv/, scary /ˈskɛə.ɹi/, regard /ɹɪˈɡɑːd/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme inequality, gap, achievement.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.