Shadowing Practice: Social mobility and education: DISCUSSION - BBC Newsnight - Learn English Speaking with 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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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “Social mobility and education: DISCUSSION - BBC Newsnight”. Deze woorden komen het vaakst terug: mobility, resource, notion, student. Deze video bevat 85 zinnen en 1130 woorden om na te spreken. Het gesproken deel duurt 6:13. De spreker praat snel, ongeveer 182 woorden per minuut, dus reken op verbonden en ingeslikte klanken. 85% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken. 17 van de 85 zinnen zijn vragen, dus het is goede oefening voor vraagintonatie en korte antwoorden.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| notion zelfstandig naamwoord | /ˈnoʊʃən/ | notie, besef |
| chaotic bijvoeglijk naamwoord | /keɪˈɑtɪk/ | chaotisch |
| brightness zelfstandig naamwoord | /ˈbɹaɪtnəs/ | glans, helderheid |
| disadvantage zelfstandig naamwoord | /ˌdɪsədˈvæntɪd͡ʒ/ | nadeel |
| desirable bijvoeglijk naamwoord | /dɪˈzaɪəɹəbəl/ | wenselijk |
| oppose werkwoord | /əˈpoʊz/ | tegenhouden, tegengaan |
| intensify werkwoord | /ɪnˈtɛnsɪfaɪ/ | intensiveren, verhevigen |
| pernicious bijvoeglijk naamwoord | /pɚˈnɪʃəs/ | schadelijk, destructief |
| predicate zelfstandig naamwoord | /ˈpɹɛd.ɪ.kɪt/ | gezegde, predicaat |
| youngster zelfstandig naamwoord | /ˈjʌŋstɚ/ | jongere |
| devote werkwoord | /dɪˈvəʊt/ | wijden, toewijden |
| exploit zelfstandig naamwoord | /ˈɛksplɔɪt/ | heldendaad |
| discourse zelfstandig naamwoord | /ˈdɪs.kɔːɹs/ | betoog, discussie |
| fulfill werkwoord | /fʊlˈfɪl/ | vervullen |
| stressful bijvoeglijk naamwoord | /ˈstɹɛsfəl/ | stressvol |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- We can't just single out that one group.
- Do you give them extra lessons?
- Are you saying it's not desirable to get those youngsters into university?
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | is gifted · being represented · be wasted |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | it's been · we've seen · has been |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | system which was · Yes, which was · issue, which is |
Uitspraak om op te letten
De spreker gebruikt 21 samentrekkingen en verkorte vormen, zoals didn't, doesn't, isn't. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: notion /ˈnoʊʃən/, aspiration /ˌæspəˈɹeɪʃən/, enshrine /ɪnˈʃɹaɪn/, pernicious /pɚˈnɪʃəs/, tuition /tjuːˈɪʃən/
- Lange woorden — let op de klemtoon: mobility /mə(ʊ)ˈbɪlɪti/, aspiration /ˌæspəˈɹeɪʃən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, desirable /dɪˈzaɪəɹəbəl/, academically /ˌæk.əˈdɛm.ɪk.ə.li/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, oppose /əˈpoʊz/, successive /səkˈsɛsɪv/, selective /səˈlɛktɪv/
- /æ/ — opener dan de Nederlandse “e”: aspiration /ˌæspəˈɹeɪʃən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, academically /ˌæk.əˈdɛm.ɪk.ə.li/, mathematics /mæθ(.ə)ˈmæt.ɪks/, barrier /ˈbæɹi.ə/
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 notion, chaotic, brightness.
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.