Pratique du Shadowing: Reading & Spelling Teacher Training Section 9 #logicofenglish #scienceofreading #reading #spelling - Apprendre l'anglais à l'oral avec la vidéo
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As we conclude the Logic of English teachers training, I want to present to you some of the exciting research that has been done on literacy.
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This research, I think, will help you to understand how vital this knowledge is to our society
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and to changing how reading is taught.
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First of all, I was presented with information about longitudinal studies that have been done about reading education in the United States.
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Now, longitudinal studies include thousands and thousands of students.
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This slide was shared with me by Dr. Readline,
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one of the leading experts in reading education and a professor of neurology at Southern Methodist University.
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This slide shows us some studies that have been done, and on the left side you'll see the researcher's name,
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then you'll see the number of hours of instruction as well as how many students were in those classes
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or in those groups.
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After that you'll see a column showing the number of students reading below the 30th percentile before instruction,
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and you'll notice that it's about 30 % of students.
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In the final column, you will see that there can be dramatic changes in as little as 80 hours of systematic instruction.
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Now, I believe that all students in the United States have the right to learn to read.
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I believe that it is a basic skill and
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that we should be teaching reading from the beginning at the earliest ages
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so that everyone can master it and everyone can go on and to succeed in school.
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There's also been some additional studies that are very exciting.
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Functional MRI studies are done where a student is reading in an MRI machine, and what they can track is blood flow and oxygenation.
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What they have found is that students who are struggling readers are using the front right side of their brain.
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Students who are strong readers are using the back left side of their brain primarily.
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Now, the back left side of the brain is called Broca's area, and this area is the same areas we used for speaking and for listening.
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It is our speech areas.
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There's also a little bit of activity in strong readers in the visual sections.
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What they have found is that when struggling students are taught systematically how the language works,
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phonograms, rules, how to read when they're actually instructed in reading and not just left to guess,
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that in as little as 80 hours of systematic instruction, not only do their test scores go up, not only do they become better readers,
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their brains go to look like that of strong readers.
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And this is really remarkable and incredibly encouraging.
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It means that for struggling readers, usually there is nothing organically wrong with them.
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It means that this is probably just a teaching issue.
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The way that student has been taught has not made sense to them.
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Now, I asked a leading researcher this after I heard him speak.
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I asked him, what is the brain doing
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when it is using the front right side of their brain of the struggling readers?
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What is that about?
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And the researcher said he didn't know, but what they do know is that area of the brain is higher order thinking and visual centers.
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And it immediately connected to me that what I had been teaching many, many years ago were reading strategies.
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I was told to tell students that if they didn't know a word, they should reread the passage.
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If they still didn't know, they should reread a little farther back.
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If they still didn't know, they should look at pictures.
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And if they still didn't know, they should go on.
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These students were taught to guess.
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And that is what a lot of students in our schools think that reading is it's about guessing.
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And so it's no wonder they're using higher order thinking areas of their brain.
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When we teach them the sounds and the phonograms, we make connections to the auditory parts of the language
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and they're able to transition and see
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that the written language is all about something that someone could have or might have spoken.
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It's the stories and the words.
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It's auditory communication in a visual form.
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It's also exciting to know that the brain can be rewired through explicit teaching.
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We don't have to feel hopeless.
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There is hope.
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As we conclude this training course,
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I want to talk about the findings of the National Reading Panel and how they relate to the logic of English.
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The National Reading Panel identified five strands of reading instruction that are essential to developing strong readers and spellers.
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The first is phonemic awareness.
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You'll notice that in this training we dealt with phonemic awareness in depth and I provided you ideas.
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Many, many students are stuck at this level and it is vital that teachers understand it.
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This course is also delved deeply into systematic phonics.
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That is really what the logic of English is about.
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It's about how the language works on a linguistics level.
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We've also talked extensively about vocabulary development and morphology and how to develop a student's vocabulary.
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The fourth area that the National Reading Panel identified was fluency.
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Now fluency is very important, but you'll notice that we did not talk about it in this training.
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I'd like to give you a few tips right now on developing fluency.
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The biggest way that we can develop fluency in students is practice.
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Lots of practice.
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First, we practice having them read words, then phrases, then sentences, then books.
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Have those students read aloud.
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Have them read the same passage aloud multiple times and work on fluency.
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There is not a lot of magic to developing fluency other than lots and lots of practice.
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And practice that builds from easier contexts to more and more difficult contexts.
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The fifth area is reading comprehension.
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Now reading comprehension is vital to the success of students in learning how to read.
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However, I did not address reading comprehension in this training video.
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I'd like to say that reading comprehension should be taught systematically.
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We need to teach students how to find the main idea.
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We need to teach them how to infer.
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We need to teach students the strategies for comprehension, and this is really vital for students who struggle with auditory processing.
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Those students will need a lot of help helping to understand how texts are organized and how to better comprehend them.
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However, the reason I did not spend time on that in this training series is one, it's beyond the scope of the series,
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and two, I really believe that many of the problems
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that we have in our society with reading is because we start here.
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I know many kindergarten programs that began on day one or day two with reading instruction with reading comprehension.
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And we forget that the first four parts build into the skills needed to learn the skills for reading comprehension.
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So you can watch from the logic of English in the future.
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There'll be more information for you on reading comprehension, but I really want to focus teachers
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and parents' attention to the foundational building blocks of reading that build up to this stage.
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I also want to give parents and teachers a little tip.
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Many of our nation's students are struggling, and those students, as we have said, experience tremendous amounts of shame in regards to reading.
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Learning the rules and the phonograms can transform lives.
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It can transform how students read.
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But to be honest, the most difficult part of teaching a student who's struggling how to read is getting beyond the emotional barrier.
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And so I'd like to talk to you about a few things
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that you can do if you have an older student who is struggling.
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First of all, I really encourage you to guard their hearts.
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Do that by helping them to understand that it's not their fault.
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I know that one of my children was struggling and he couldn't read at the beginning of third grade,
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and that is part of how I discovered the logic of English.
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But there was a day when I had to go to him and I had to say to him,
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I am really sorry that you were taught in a way that didn't make sense to you.
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And I have since learned some things that I believe will be really helpful to you.
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In that conversation, it was really neat to see that the weight came off and he began to go,
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you know, you're right, it didn't make sense to me.
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And he began to internalize it as something that was mistaught rather than something that he had done wrong.
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Now, I want to be careful here because teachers
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and parents too often internalize a lot of shame and responsibility themselves in this situation,
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but I want you to understand you cannot teach what you do not know.
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So if this is new information to you, just be thankful that you have it and move forward
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and understand that there's nothing you can do about being able to teach something that you didn't know in the first place,
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but you can become part of transformation.
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The next suggestion I have for you with those struggling students is to not torture read.
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Now, sometimes I share this with public schools and I've actually had teachers gasp when I explain what I mean by this.
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So just hold your breath if you're a public school teacher or a teacher who might be shocked.
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But if you have a student in third, fourth, fifth grade, or an older student who is struggling with reading,
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I would ask you to stop having that student read aloud
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or requiring them to read texts until you have taught them the rules and phonograms.
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You can teach the rules and phonograms to students in four to eight weeks of intensive instruction.
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And what you do is you give
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that student's heart a little bit of time to.. heal a little bit of time to stop wrestling
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so much and then you provide them the tools so
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that they can read well and Then you present them texts again
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and now when they have a text in front of them that they're struggling with you can say oh
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Here's the C is before an E So what is it going to say
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and it's going to relate to the rules and the answers
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that they have been taught and in this way they can move forward.
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And I just challenge you to think, you know, if they have been struggling for three, four, five, six years,
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taking a few weeks off from reading texts and trying to comprehend them is not going to hurt them.
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It's not going to impede their development.
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Rather, spend that time learning the rules and the phonograms.
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If the Logic of English teachers training videos have changed how you think about language,
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And if you believe that this is part of the solution to changing the literacy crisis in the English -speaking world,
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I encourage you to join us in becoming part of the solution.
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I encourage you to tell your neighbors and your friends the spelling rules that are most exciting and interesting to you.
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It might sound terribly geeky to go to your neighbor and say that, I learned that English words don't end in V,
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therefore I need to add a silent final E.
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But until everybody knows this information, we as a nation and as a culture are going to struggle with reading and spelling.
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We have to change the misconception that English is illogical and impossible and full of exceptions,
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and we're only going to do this when all of us take responsibility for educating those around us.
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I'd encourage you also to share the information that you've learned on social media,
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to work on Facebook and Twitter and all the different avenues that you have,
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blogs, write reviews of uncovering the logic of English, share these videos.
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You can become part of social change and you can become part of reversing the literacy crisis in this generation.
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale s’appuie sur la vidéo « Reading & Spelling Teacher Training Section 9 ». Les mots qui reviennent le plus souvent : student, reading, struggling, English, teacher. Cette vidéo contient 144 phrases et 2039 mots à répéter en shadowing. La partie parlée dure 11:54. Le locuteur parle à un rythme naturel d’environ 171 mots par minute, proche d’une conversation courante. 86 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
15 mots de la vidéo à retenir, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| reader nom | /ˈɹi.dɚ/ | lecteur, lectrice |
| comprehension nom | /ˌkɑmpɹɪˈhɛnʃn̩/ | compréhension, entendement |
| instruction nom | /ɪnˈstɹʌkʃən/ | instruction |
| encourage verbe | /ɪnˈkʌɹ.ɪd͡ʒ/ | encourager |
| vital adjectif | /ˈvaɪtəl/ | vital |
| skill nom | /skɪl/ | habileté, compétence |
| literacy nom | /ˈlɪtəɹəsi/ | littératie, littérisme |
| systematic adjectif | /ˌsɪs.tɪˈmæt.ɪk/ | systématique |
| aloud adverbe | /əˈlaʊd/ | à voix haute, à haute voix |
| awareness nom | /əˈwɛɹ.nəs/ | conscience |
| column nom | /ˈkɒləm/ | colonne |
| slide nom | /ˈslaɪ̯d/ | toboggan, glissoire |
| passage nom | /ˈpæsɪd͡ʒ/ | passage |
| transform verbe | /tɹænsˈfɔɹm/ | transformer |
| spelling nom | /ˈspɛl.ɪŋ/ | orthographe |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| come off verbe | se détacher, se décoller |
| go up verbe | monter, s'élever |
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 | has been done · have been done · There's also been |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | has been done · is taught · was presented |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | students who are · students who struggle · student who is |
Prononciation à surveiller
Le locuteur utilise 32 contractions et formes réduites, comme didn't, you'll, I'd. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: breathe /bɹiːð/, thankful /ˈθæŋkfəl/
- Les sons « sh » et « zh »: comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, instruction /ɪnˈstɹʌkʃən/, shock /ʃɔk/, transition /tɹænˈzɪʃ.ən/, exception /əkˈsɛpʃən/
- Mots longs — placez bien l’accent: literacy /ˈlɪtəɹəsi/, systematic /ˌsɪs.tɪˈmæt.ɪk/, vocabulary /vəˈkæb.jə.lə.ɹi/, systematically /ˌsɪs.təˈmæt.ɪ.kli/, primarily /ˈpɹaɪ.mə.ɹə.li/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, comprehend /ˌkɑmpɹɪˈhɛnd/, helpful /ˈhɛlp.fl̩/, heal /ˈhiːl/, hopeless /ˈhoʊplɪs/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: encourage /ɪnˈkʌɹ.ɪd͡ʒ/, passage /ˈpæsɪd͡ʒ/, researcher /ˈɹiˌsɝ.t͡ʃɚ/, functional /ˈfʌŋkt͡ʃənəl/, suggestion /səˈd͡ʒɛst.ʃən/
- /r/ anglais — langue recourbée, sans frotter la gorge: reader /ˈɹi.dɚ/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, instruction /ɪnˈstɹʌkʃən/, encourage /ɪnˈkʌɹ.ɪd͡ʒ/, literacy /ˈlɪtəɹəsi/
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 reader, comprehension, instruction.
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.