Pratique du Shadowing: Teaching in the US vs. the rest of the world - Apprendre l'anglais à l'oral avec YouTube

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This is Anna.
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46 phrases
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This is Anna.
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She just graduated from college in the United States.
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And this is Sophia.
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She also just graduated from college in Finland.
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Anna and Sophia both want to be middle school teachers, but it turns out there's a good chance their experiences will be very different.
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So different that Anna is twice as likely as Sophia to leave teaching for good.
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That's causing a problem.
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The supply of new certified teachers in the United States is shrinking.
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But the number of public school students keeps growing.
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Massive teacher shortages.
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Warnings about teacher turnover.
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Educators call Colorado's teacher shortage a crisis.
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So what makes Sophia stay and Anna leave?
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And how can the United States keep more of its teachers in the classroom?
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In the US, teachers work about 9 1⁄4 hours a day.
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That's an hour and a half longer than the average for teachers in other countries in the Organization for Economic Development, or OECD for short.
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That's a group of mostly wealthy countries that economists often compare to one another.
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Teachers in the U.S work more than two and a half hours longer than their colleagues in South Korea, Finland, and Israel.
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There are some countries with similar teacher work hours to the United States, like New Zealand, Singapore, and the U.K.
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Teachers in Japan for example, work nearly two hours more per day than teachers in the U.S.
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But in all of these countries, teaching hours are much lower.
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Of the nine and a quarter hours that American teachers work every day, they spend about five and a half of those hours actually teaching.
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That's more than the OECD average and significantly more than teachers in New Zealand, the UK, South Korea, Japan, and Singapore.
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Teachers in these countries get more time for planning, grading, and collaborating with each other.
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So do all those extra teaching hours translate to better results?
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Students in the U.S score slightly above the OECD average on the PISA exam, which tests 15 year olds all over the world in reading science and math.
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But they score lower than students in countries like Finland, South Korea, Japan, and Singapore, where teaching hours are much lower.
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If we look inside Anna and Sophia's classrooms in the US and Finland, we'd see Anna teaching an hour and a half more per day than Sophia.
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Anna also spends more time planning lessons, grading student work, and leading extracurricular activities.
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But those extra hours aren't necessarily reflected in Anna's paycheck.
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If you compare Sophia to other people in Finland with college degrees, she makes about 98 cents for every dollar that they make.
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That's on par with the pay ratio between teachers and college graduates in similar countries.
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But Anna and other American middle school teachers only make about 65 cents for every dollar that their college-educated peers make.
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Still, as politicians in the U.S never tire of pointing out, We spend more per student than almost any country, I think.
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Than nearly every other country in the developed world.
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But that figure varies a lot by state.
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New York spends twice as much as California on each student.
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Mississippi spends less than half as much as Alaska.
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And American schools generally spend a lot more on security and other non-instructional costs than schools in other countries.
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Plus, if you look at the share of its national wealth or GDP that each country spends on education,
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You can see there are plenty of countries spending a bigger share than the U.S.
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There's one other difference between Anna and Sophia.
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When they're asked whether people in their country value teachers, two out of three Finnish teachers say yes.
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But just one in three American teachers agree.
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There are a lot of reasons why teachers like Anna leave the classroom.
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But if the U.S wants to keep more of them around, we might want to take a few pages from Finland's book.

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Why practice speaking with this video?

This video offers a compelling lens into the differences in teaching experiences between the United States and other countries, particularly Finland. By engaging with the content, you not only gain insights into educational systems but also improve your English speaking skills. Practicing with real-life scenarios like this helps you understand the context and nuances of language in discussions about significant societal issues. Utilizing the shadowing technique, where you repeat after the speaker, can enhance your pronunciation, intonation, and fluency. Listening to how native speakers express their thoughts and feelings provides invaluable models for your own speaking practice.

Grammar & Expressions in Context

As you practice your speaking skills with this video, pay attention to the following key grammatical structures and expressions used by the speaker:

  • Comparative and superlative forms: Expressions like "twice as likely" and "more per student" highlight comparisons that are crucial in conversational English. These structures can help you articulate differences effectively.
  • Present continuous tense: Phrases such as "is causing" and "are growing" are used to describe ongoing actions in the present. This tense is essential for discussing current events or situations.
  • Passive voice: The speaker uses constructions like "the supply of new certified teachers is shrinking" to focus on the action rather than the subject. Understanding this form can be beneficial in formal or academic discussions.
  • Conditional sentences: The implication of possibilities through "if the U.S wants to keep more of them around" demonstrates how to express hypothetical situations, which is crucial for IELTS speaking practice.

Common Pronunciation Traps

Listening closely to the speaker, you might encounter some tricky pronunciation challenges. Here are a few to focus on:

  • Vocabulary stress: Words like "education" and "experience" may have different stress patterns than in your native language, so listening and repeating can aid your ability to emphasize the correct syllables.
  • Connected speech: Notice how words blend together in phrases such as "teacher shortages" or "much lower." This can be tricky, but practicing these connections can help you speak more naturally.
  • Vowel sounds: Focus on the distinct vowel sounds in words like "teacher" and "provide," as these can be particularly challenging for non-native speakers. Emphasizing these sounds will enhance your overall clarity and understanding.

By integrating the shadow speak method while practicing with this video, you're not only improving your English but also preparing yourself for various speaking scenarios, including the IELTS speaking test. Engage with the content, repeat phrases, and immerse yourself in varied accents and dialogues through learn English with YouTube resources!

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.

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