Shadowing Practice: Education gap: The root of inequality - Learn English Speaking with Video
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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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Woordenschat en spreektips bij deze les
Deze spreekles is gebaseerd op de video “Education gap: The root of inequality”. Deze woorden komen het vaakst terug: happen, inequality, educational, Boston, student. Deze video bevat 70 zinnen en 875 woorden om na te spreken. Het gesproken deel duurt 5:29. De spreker praat in een natuurlijk tempo van ongeveer 159 woorden per minuut, dicht bij een alledaags gesprek. 89% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is goed te volgen.
Belangrijke woorden in deze video
15 woorden uit de video die het leren waard zijn, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| inequality zelfstandig naamwoord | /ˌɪn.ɪˈkwɑ.lɪ.ti/ | ongelijkheid |
| gap zelfstandig naamwoord | /ɡæp/ | reet, spleet |
| achievement zelfstandig naamwoord | /əˈt͡ʃiːv.mənt/ | prestatie |
| poverty zelfstandig naamwoord | /ˈpɑːvɚti/ | armoede |
| skill zelfstandig naamwoord | /skɪl/ | bekwaamheid, vaardigheid |
| equity zelfstandig naamwoord | /ˈɛk.wɪ.ti/ | gerechtigheid |
| curriculum zelfstandig naamwoord | /kəˈɹɪk.jə.ləm/ | curriculum |
| plausible bijvoeglijk naamwoord | /ˈplɑ.zɪ.bəl/ | plausibel, aannemelijk |
| relative zelfstandig naamwoord | /ˈɹɛl.ə.tɪv/ | familielid, bloedverwant |
| establish werkwoord | /ɪˈstæb.lɪʃ/ | oprichten, stichten |
| scary bijvoeglijk naamwoord | /ˈskɛə.ɹi/ | eng |
| initiative zelfstandig naamwoord | /ɪˈnɪʃ.ə.tɪv/ | initiatief |
| regard zelfstandig naamwoord | /ɹɪˈɡɑːd/ | respect, achting |
| ethnic bijvoeglijk naamwoord | /ˈɛθ.nɪk/ | etnisch |
| fundamental bijvoeglijk naamwoord | /ˌfʌn.dəˈmɛn.təl/ | fundamenteel |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| come back werkwoord | terugkomen |
| figure out werkwoord | uitvogelen, er achter komen |
| pick up werkwoord | oppakken, optillen |
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | we've just launched · have produced |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | are mitigated · being supported |
Uitspraak om op te letten
De spreker gebruikt 17 samentrekkingen en verkorte vormen, zoals we're, don't, we've. Spreek ze kort uit, zoals je ze hoort.
- De “th”-klanken: ethnic /ˈɛθ.nɪk/, ethnicity /ɛθˈnɪsɪti/
- De klanken “sh” en “zh”: racial /ˈɹeɪʃəl/, establish /ɪˈstæb.lɪʃ/, initiative /ɪˈnɪʃ.ə.tɪv/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, occupation /ˌɑkjʊˈpeɪʃən/
- Lange woorden — let op de klemtoon: inequality /ˌɪn.ɪˈkwɑ.lɪ.ti/, curriculum /kəˈɹɪk.jə.ləm/, initiative /ɪˈnɪʃ.ə.tɪv/, fundamental /ˌfʌn.dəˈmɛn.təl/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: relative /ˈɹɛl.ə.tɪv/, initiative /ɪˈnɪʃ.ə.tɪv/, regard /ɹɪˈɡɑːd/, organize /ˈɔɹɡənaɪz/, suburbs /ˈsʌbɝbz/
- /æ/ — opener dan de Nederlandse “e”: gap /ɡæp/, establish /ɪˈstæb.lɪʃ/, attract /əˈtɹækt/, adapt /əˈdæpt/, lag /læɡ/
- /g/ — een harde plofklank, geen Nederlandse “g”: gap /ɡæp/, regard /ɹɪˈɡɑːd/, organize /ˈɔɹɡənaɪz/, lag /læɡ/, mitigate /ˈmɪt.ɪ.ɡeɪt/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als inequality, gap, achievement.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.