Pratica di Shadowing: Education gap: The root of inequality - Impara a parlare inglese con i video
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70 frasi
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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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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione si basa sul video “Education gap: The root of inequality”. Le parole che ritornano più spesso: happen, inequality, educational, Boston, student. Questo video contiene 70 frasi e 875 parole da ripetere con lo shadowing. Il parlato dura 5:29. Chi parla ha un ritmo naturale di circa 159 parole al minuto, vicino a una conversazione quotidiana. Il 89% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è facile da seguire.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| inequality sostantivo | /ˌɪn.ɪˈkwɑ.lɪ.ti/ | disuguaglianza |
| gap sostantivo | /ɡæp/ | breccia, fessura |
| achievement sostantivo | /əˈt͡ʃiːv.mənt/ | realizzazione, prestazione |
| outcome sostantivo | /ˈaʊtkʌm/ | risultato |
| poverty sostantivo | /ˈpɑːvɚti/ | povertà |
| skill sostantivo | /skɪl/ | abilità, capacità |
| equity sostantivo | /ˈɛk.wɪ.ti/ | equità, parità |
| racial aggettivo | /ˈɹeɪʃəl/ | razziale |
| relative sostantivo | /ˈɹɛl.ə.tɪv/ | parente, congiunto |
| establish verbo | /ɪˈstæb.lɪʃ/ | stabilire, confermare |
| scary aggettivo | /ˈskɛə.ɹi/ | pauroso |
| initiative sostantivo | /ɪˈnɪʃ.ə.tɪv/ | iniziativa |
| regard sostantivo | /ɹɪˈɡɑːd/ | riguardo, considerazione |
| ethnic aggettivo | /ˈɛθ.nɪk/ | etnico |
| fundamental aggettivo | /ˌfʌn.dəˈmɛn.təl/ | fondamentale |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| come back verbo | tornare |
| figure out verbo | scoprire, rendersi conto |
| get over verbo | superare, vincere |
| live out verbo | realizzare, rendere possibile |
| pass through verbo | trapassare |
| pick up verbo | tirare su, sollevare |
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | we've just launched · have produced |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | are mitigated · being supported |
Pronuncia a cui fare attenzione
Chi parla usa 17 contrazioni e forme ridotte, come we're, don't, we've. Pronunciale nella forma breve, così come le senti.
- I suoni “th”: ethnic /ˈɛθ.nɪk/, ethnicity /ɛθˈnɪsɪti/
- I suoni “sh” e “zh”: racial /ˈɹeɪʃəl/, establish /ɪˈstæb.lɪʃ/, initiative /ɪˈnɪʃ.ə.tɪv/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, occupation /ˌɑkjʊˈpeɪʃən/
- Parole lunghe — attenzione all’accento: inequality /ˌɪn.ɪˈkwɑ.lɪ.ti/, curriculum /kəˈɹɪk.jə.ləm/, initiative /ɪˈnɪʃ.ə.tɪv/, fundamental /ˌfʌn.dəˈmɛn.təl/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/
I suoni difficili per chi parla italiano:
- Consonante finale — senza aggiungere una vocale dopo: gap /ɡæp/, achievement /əˈt͡ʃiːv.mənt/, relative /ˈɹɛl.ə.tɪv/, establish /ɪˈstæb.lɪʃ/, initiative /ɪˈnɪʃ.ə.tɪv/
- /æ/ — più aperta della “e”: gap /ɡæp/, establish /ɪˈstæb.lɪʃ/, attract /əˈtɹækt/, adapt /əˈdæpt/, lag /læɡ/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Inizia a velocità 0,75×, fai shadowing frase per frase e torna alla velocità normale quando diventa facile.
- Registrati e confronta con l’originale, facendo attenzione a parole come inequality, gap, achievement.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.