シャドーイング練習: Education gap: The root of inequality - 動画で英語スピーキングを学ぶ

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Educational inequality is probably more than anything else the fundamental root of broader inequality.

If we look at inequality and access to particular careers, inequality and income and wealth,

inequality in the nature of political participation,

all those things are mitigated by equalizing the skills that education produces.

Not only the academic skills but the dispositions, the frames of minds, the the conscientiousness, the diligence, the sense of agency.

And so I think there is nothing more important we could do

to produce the type of society we want

than to raise outcomes in the field of education so that knowing somebody's race or ethnicity

tells you nothing at all about what their test scores or grades or occupation might be.

Boston is a place where I think we are a national leader on many educational fronts,

But the story is really that we're not doing everything that we want to be doing.

We aren't delivering on all of the outcomes that we want to deliver.

And it's really an educational equity issue.

So we do see the disparities by gender and by race in educational outcomes in Boston.

And if we're really going to get to for all results, which is where

Boston wants to get, we've got to dig in on educational equity issues.

There's not just one challenge to face when we talk about achievement gaps.

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.

We have inner -city school districts that are high poverty, have a difficult time attracting teachers.

So the work

that needs to happen is to figure out how in each of these contexts we can make the changes

that are necessary to produce the excellence to which we aspire.

Their needs, the kids in the inner cities have, the people in upper income suburbs never even imagine.

But the most effective schools and teachers in the inner city adapt to those needs.

They meet the kids where they are.

They establish person environment fit for these kids as they pass through the school.

And if we can do that at some greater scale,

it truly is plausible that we can have much less poverty in the next generations

and that we can have the society with regard to race that we want in the future.

Achievement gaps by race, gender, and socioeconomic status are stark in the national data by the age of two.

So we can't wait till school starts.

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

that we want everybody in the city to know

we're saturating the city with what young parents of young children need to know in order

that their kids don't fall behind by the age of two.

It's not just about giving information, it's about building that niche of social support around them so

that they know that the grandparents and the relatives and the minister

and the barber all know this is important and that they are being supported to do these things.

You can do it with materials that are already in the house

and there's nothing in here that is particular to any particular racial, ethnic or socioeconomic group.

This is human stuff.

This is stuff that everybody in the community can benefit from.

The second thing that excites me these days is the youth culture piece of it.

Schools have two curricula.

They have the curricula the teachers teach and the ones the kids teach.

Part of what we're picking up is a lot of the misbehavior is instances where kids are doing things

they don't even want to do.

They're just trying to fit in.

And so the idea of intervening into the youth culture

and helping kids to develop the culture they really want in their school.

They've already got the right values.

They don't have the social opportunities to live out those values.

You just have to like help students want to help each other.

It takes student leadership to give people permission even to say what they would think is cool.

So are you a student leader?

I tried.

You try to be?

How plausible is it

that you could organize a project at the school where you would get students to talk honestly about the way

they really wanted to be?

If you could, we can tell your story.

You can help other people at other places.

There's no choice but to try to make the things happen that we know need to happen.

Because it's too scary what would happen if they don't happen.

These days are so reminiscent of the 60s and early 70s.

All those issues are coming back.

There was a period where you thought we'd gotten over that.

But there are enough instances where people have produced lots of progress in inner city schools to think

that if we really want to do it, if we really have the political will to make it happen, we can.

Because it's our generational responsibility to work on it no matter whether we're optimistic or pessimistic.

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このレッスンの語彙とスピーキングのポイント

このスピーキングレッスンは、動画「Education gap: The root of inequality」を教材にしています。繰り返し出てくる語は次のとおりです：happen, inequality, educational, Boston, student。この動画には、シャドーイング用の文が70文、単語が875語あります。音声の長さは5:29です。話す速さは1分あたり約159語で、日常会話に近い自然なペースです。単語の89%は英語の頻出3,000語に含まれるため、語彙は分かりやすいです。

この動画の重要語彙

動画に出てくる覚えておきたい単語15語を、発音と意味つきで紹介します。

単語	発音	意味
inequality 名詞	/ˌɪn.ɪˈkwɑ.lɪ.ti/	不平等
gap 名詞	/ɡæp/	間隙, ずれ
achievement 名詞	/əˈt͡ʃiːv.mənt/	達成, 到達
poverty 名詞	/ˈpɑːvɚti/	貧乏, 貧困
skill 名詞	/skɪl/	腕, 技
equity 名詞	/ˈɛk.wɪ.ti/	衡平法
relative 名詞	/ˈɹɛl.ə.tɪv/	親戚, 身内
scary 形容詞	/ˈskɛə.ɹi/	怖い
regard 名詞	/ɹɪˈɡɑːd/	尊重
ethnic 形容詞	/ˈɛθ.nɪk/	民族の
fundamental 形容詞	/ˌfʌn.dəˈmɛn.təl/	基本的な
participation 名詞	/pɑːˌtɪs.ɪˈpeɪ.ʃən/	参加
attract 動詞	/əˈtɹækt/	引きつける
occupation 名詞	/ˌɑkjʊˈpeɪʃən/	仕事, 職業
excellence 名詞	/ˈɛksələns/	優秀さ

動画に出てくる句動詞

単語	意味
come back 動詞	戻る, 帰る
fall behind 動詞	遅れる
pick up 動詞	拾う, 拾い上げる

この動画の文法

話し手がよく使っている文型を、動画の実際の表現とともに紹介します。

文型	動画での表現
現在完了形 have/has + 過去分詞 — 過去の出来事が今も関係している	we've just launched · have produced
受動態 be + 過去分詞 — 誰がするかより、何が起きるかに焦点を当てる	are mitigated · being supported

注意したい発音

話し手はwe're, don't, we'veなど、短縮形や弱形を17回使っています。聞こえたとおりの短い形で発音しましょう。

「th」の音: ethnic /ˈɛθ.nɪk/, ethnicity /ɛθˈnɪsɪti/
「sh」と「zh」の音: racial /ˈɹeɪʃəl/, establish /ɪˈstæb.lɪʃ/, initiative /ɪˈnɪʃ.ə.tɪv/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, occupation /ˌɑkjʊˈpeɪʃən/
長い単語（アクセントの位置に注意）: inequality /ˌɪn.ɪˈkwɑ.lɪ.ti/, curriculum /kəˈɹɪk.jə.ləm/, initiative /ɪˈnɪʃ.ə.tɪv/, fundamental /ˌfʌn.dəˈmɛn.təl/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/

日本語話者が苦手な音：

/r/ と /l/ の区別 — /l/ は舌先を歯茎につけ、/r/ はどこにもつけない: racial /ˈɹeɪʃəl/, curriculum /kəˈɹɪk.jə.ləm/, relative /ˈɹɛl.ə.tɪv/
/v/ — /b/ にならないように、上の歯を下唇に当てる: achievement /əˈt͡ʃiːv.mənt/, poverty /ˈpɑːvɚti/, relative /ˈɹɛl.ə.tɪv/, initiative /ɪˈnɪʃ.ə.tɪv/, intervene /ˌɪntəˈviːn/
子音の連続 — 間に母音を入れない: achievement /əˈt͡ʃiːv.mənt/, skill /skɪl/, plausible /ˈplɑ.zɪ.bəl/, scary /ˈskɛə.ɹi/, attract /əˈtɹækt/

この動画での練習方法

まず声を出さずに動画を最後まで聞き、知らない単語をメモします。
まず0.75倍速で一文ずつシャドーイングし、慣れてきたら通常の速度に戻します。
自分の声を録音して元の音声と比べます。inequality, gap, achievementなどの単語に特に注意しましょう。

シャドーイングとは？英語上達に効果的な理由

シャドーイング（Shadowing）は、もともとプロの通訳者養成プログラムで開発された言語学習法で、多言語習得者として知られるDr. Alexander Arguelles によって広く普及されました。方法はシンプルですが非常に効果的：ネイティブスピーカーの英語を聞きながら、1〜2秒の遅延で声に出してすぐに繰り返す——まるで「影（shadow）」のように話者を追いかけます。文法ドリルや受動的なリスニングと異なり、シャドーイングは脳と口の筋肉が同時にリアルタイムで英語を処理・再現することを強制します。研究により、発音精度、抑揚、リズム、連音、リスニング力、そして会話の流暢さが大幅に向上することが確認されています。IELTSスピーキング対策や自然な英語コミュニケーションを目指す方に特におすすめです。

シャドーイングのやり方: ステップ別の完全ガイドを読む →

シャドーイング練習: Education gap: The root of inequality - 動画で英語スピーキングを学ぶ

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