Pratica di Shadowing: Social mobility and education: DISCUSSION - BBC Newsnight - Impara a parlare inglese con i video
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When you're teaching, how much priority do you find yourself giving to the more gifted disadvantaged students as opposed to the others?
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Well, it's not really as opposed to the others.
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It's got to be as well as the others.
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We can't just single out that one group.
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And, you know, philosophically and morally as a teacher, every student in the room is gifted.
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In terms of our higher ability, obviously, we do need to push as much as we can.
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Do you give them extra lessons?
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Do they hang about after school?
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Yes, we do.
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Do you try and give them...
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We look to do extra lessons after school.
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It is an issue for us because of funding and because of staffing.
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Being able to actually afford that resource is an issue for us.
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We put on extra classes during registration times, throughout the day as well.
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At certain times of the year, we might collapse a subject and intensify our maths and English and so on.
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Of the kind of set who are being represented in this documentary, of the more academically bright students,
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let's say, from the less advantaged backgrounds, preschool meals, basically, what sort of number do you think should be going to university
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and what sort of number do you think will go to university?
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Well, I suppose in a year group of 200,
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a good 40% on paper should be able to go to university from our school given our intake and their predicted grades.
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in terms of how many will go to university, it's often a very different picture.
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Much lower, though.
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Much lower, much lower, yeah.
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And there's obviously such a broad range of factors that mean that that is an issue for them.
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Let me turn to you, Selina, because we have a traditional notion of social mobility.
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My perception is people think it is a good thing, and social mobility is about basically helping people whose talent might otherwise be wasted and giving them that leg up,
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making sure they get to exploit their potential.
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Now is that the right notion of social mobility?
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Is that the desirable notion of social mobility?
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No I'd argue
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that part of the real problem with social mobility is it's been used by successive governments as really an opposition to equality.
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I mean what's being described here is excellent practice in a non-selective school that seeks to value every child, that says every child matters.
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But in fact what What we've seen with the kind of political
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and media discourse around social mobility has been the idea
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that there are only a few who are talented and somehow we have to get them on.
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Now, historically, that just doesn't work.
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The place where it was absolutely enshrined, one of the teachers on the documentary mentions the grammar schools,
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we saw between 1945 and the 70s an education system which was all about selection at 11, selection of the so-called brightest.
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Yes, which was taking them out.
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Taking them out and giving them a particular kind of education.
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Now what that was predicated on was the idea that children from working class backgrounds are disadvantaged, a word that has been used tonight, that their background doesn't give them anything,
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that they need to be taken out of that, and that they can be assessed on brightness and prepared for university.
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The fact is it didn't work and it didn't work
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because we now know that you cannot test or define brightness at 11
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or even 16 but also it didn't work because the fact is that education alone cannot lead to social mobility.
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Are you saying it's not desirable to get those youngsters into university?
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I mean you're not arguing that are you or are you arguing that?
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No, I think that everybody who wants to go to a university should be able to go to a university.
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And if I had my way, I would elect Jeremy Corbyn tomorrow.
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I would see an end to these pernicious tuition fees.
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I would properly fund comprehensive education.
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And I would say, let's all rise up as a society and get rid of this ridiculous inequality.
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Now, you see, and what do you do?
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I mean, just suppose Jeremy Corbyn doesn't win an election tomorrow and can't deliver that, where resources are limited in a school like John's.
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I mean, do you focus on some of the brighter ones and say, let's get you to university or not?
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I don't think that that is what's being done in John's school.
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And I think that that's absolutely right.
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And the reason why it's right is because the fact is that these kids are not lacking aspiration.
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They are lacking material resources because of government cuts.
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Is that true, John?
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Is it aspiration or material resource?
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There's an element of aspiration, but I think that's a knock-on And of the material resources, I think Selina's absolutely right.
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Social mobility for our students isn't just about getting a group to university.
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It's got to be about improving the housing, improving the income of the families, and actually wrapping around the whole child.
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We're seeing cuts constantly with mental health and wellbeing
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and all of those other aspects that are so vital to getting these students.
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When I ask you, what's the main barrier to progress of those children?
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Is it home?
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Is it chaotic lives?
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Is it the teaching resources?
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Is it the school?
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What do you see as the critical I think this is the crux of the issue, which is why there isn't a magic bullet to solve this problem.
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It is everything, you know.
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They have home lives which are chaotic, which are difficult.
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I mean, I know through my own children, if I've had a stressful day, I'm not necessarily going to be devoting the time to educate at home in the way that I should.
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So if your life is constantly chaotic, if, as we see with Shakira on the documentary, there's a disability at home,
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you know, her mum desperately wants better for her, but is totally at a loss as how to do that.
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And, Selina, just to very briefly pin you down, basically, you're telling people don't go with the notion of social...
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The notion of social mobility that's popularly talked about is not the right metric against which to judge success.
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If we are saying that success means that people can lead lives
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that they find fulfilling and where they can provide for their family,
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then we need to expand employment opportunities and stop asking schools to do the work that government should be doing.
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The education system at the moment isn't obviously doing that fully.
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Thank you both.
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Thanks both very much indeed.
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Perché esercitarti a parlare con questo video?
Questo video è una vera gemma per chi vuole migliorare la propria pronuncia inglese e la fluidità nella conversazione. La discussione tra insegnanti e esperti è ricca di contesti reali: argomenti come la mobilità sociale, l'istruzione e le sfide delle scuole non selezionate offrono un'opportunità unica per esercitarti con un linguaggio naturale, spontaneo e ricco di espressioni colloquiali. Usarlo come materiale per lo "shadowing" (ripetizione immediata) ti aiuterà a imitare l'intonazione, il ritmo e le pause, fondamentali per comunicare in modo fluido. Un buon shadowing site o un metodo come lo "shadowspeak" può fare la differenza: ripeti le frasi delle persone nel video, cercando di corrispondere al tono e alla velocità. È un modo divertente per acquisire confidenza e familiarizzare con argomenti complessi!
Grammatica e espressioni nel contesto
Analizziamo alcune strutture chiave dal dialogo:
- "It's got to be as well as the others": L'uso di "as well as" (inoltre, oltre a) è fondamentale per connettere due concetti. In questo caso, il docente sottolinea che non si tratta di scegliere tra studenti, ma di includere tutti. Esercitatela: "Devo studiare inglese as well as spagnolo" (Devo studiare inglese oltre a spagnolo).
- "What sort of number do you think should be going to university?": La struttura "What sort of + nome" (che tipo di, quale) è utile per chiedere informazioni specifiche. Prova a usarlo: "What sort of libri leggi di solito?" (Che tipo di libri leggi di solito?)
- "I would elect Jeremy Corbyn tomorrow": L'uso di "would" per esprimere un desiderio o una ipotesi. In questo contesto, l'interlocutore mostra una preferenza forte. Esercita: "I would visit Parigi se avessi tempo" (Visiterei Parigi se avessi tempo).
Trappole comuni di pronuncia
Nel video, alcuni vocaboli possono creare difficoltà per gli apprendisti. Ecco i più comuni:
- "Social mobility": La pronuncia di "mobility" (mobilità) può essere tricky: la "o" è corta, la "b" è soft, e la "i" finale si pronuncia come "ee". Ascolta attentamente nel video e ripeti: "soh-shuhl moh-bil-ee-tee".
- "Pernicious": Una parola complessa, ma importante! Si pronuncia "puh-nish-uhs" (pernicioso). Fai attenzione alla "c" che si trasforma in "sh" e alla "i" corta.
- "Intensify": La "t" è aspirata, la "s" è forte, e la "y" finale si pronuncia come "ee". Prova: "in-ten-suh-fee".
Ricorda: usare un shadowing site o metodi come lo shadow speak ti aiuterà a superare queste trappole. Non temere di sbagliare: la pratica costante è il segreto per migliorare la pronuncia inglese! Continua a ripetere, e soon noterai i risultati.
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | is gifted · being represented · be wasted |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | it's been · we've seen · has been |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | system which was · Yes, which was · issue, which is |
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.