Prática de Shadowing: Education gap: The root of inequality - Aprenda a falar inglês com vídeo
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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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Vocabulário e dicas de fala para esta lição
Esta aula de conversação usa o vídeo “Education gap: The root of inequality”. As palavras que mais se repetem: happen, inequality, educational, Boston, student. Este vídeo tem 70 frases e 875 palavras para praticar shadowing. A fala dura 5:29. O falante fala em ritmo natural, cerca de 159 palavras por minuto, próximo de uma conversa do dia a dia. 89% das palavras estão entre as 3.000 mais comuns do inglês, por isso o vocabulário é fácil de acompanhar.
Vocabulário principal deste vídeo
15 palavras do vídeo que vale a pena aprender, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| inequality substantivo | /ˌɪn.ɪˈkwɑ.lɪ.ti/ | desigualdade |
| gap substantivo | /ɡæp/ | fenda |
| achievement substantivo | /əˈt͡ʃiːv.mənt/ | realização, conquista |
| poverty substantivo | /ˈpɑːvɚti/ | pobreza |
| skill substantivo | /skɪl/ | habilidade, talento |
| equity substantivo | /ˈɛk.wɪ.ti/ | equidade, equanimidade |
| racial adjetivo | /ˈɹeɪʃəl/ | racial |
| curriculum substantivo | /kəˈɹɪk.jə.ləm/ | currículo |
| plausible adjetivo | /ˈplɑ.zɪ.bəl/ | plausível |
| relative substantivo | /ˈɹɛl.ə.tɪv/ | parente, parenta |
| establish verbo | /ɪˈstæb.lɪʃ/ | firmar, instaurar |
| scary adjetivo | /ˈskɛə.ɹi/ | assustador |
| initiative substantivo | /ɪˈnɪʃ.ə.tɪv/ | iniciativa |
| regard substantivo | /ɹɪˈɡɑːd/ | consideração |
| ethnic adjetivo | /ˈɛθ.nɪk/ | étnico |
Phrasal verbs que você vai ouvir
| Palavra | Significado |
|---|---|
| come back verbo | voltar |
| fall behind verbo | atrasar |
| figure out verbo | descobrir, deduzir |
| get over verbo | superar |
| pick up verbo | pegar |
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | we've just launched · have produced |
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | are mitigated · being supported |
Pronúncia para ficar de olho
O falante usa 17 contrações e formas reduzidas, como we're, don't, we've. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “th”: ethnic /ˈɛθ.nɪk/, ethnicity /ɛθˈnɪsɪti/
- Os sons de “sh” e “zh”: racial /ˈɹeɪʃəl/, establish /ɪˈstæb.lɪʃ/, initiative /ɪˈnɪʃ.ə.tɪv/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, occupation /ˌɑkjʊˈpeɪʃən/
- Palavras longas — acerte a sílaba tônica: inequality /ˌɪn.ɪˈkwɑ.lɪ.ti/, curriculum /kəˈɹɪk.jə.ləm/, initiative /ɪˈnɪʃ.ə.tɪv/, fundamental /ˌfʌn.dəˈmɛn.təl/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: gap /ɡæp/, achievement /əˈt͡ʃiːv.mənt/, regard /ɹɪˈɡɑːd/, ethnic /ˈɛθ.nɪk/, attract /əˈtɹækt/
- /l/ final — a língua toca o céu da boca, não vira “u”: skill /skɪl/, racial /ˈɹeɪʃəl/, plausible /ˈplɑ.zɪ.bəl/, fundamental /ˌfʌn.dəˈmɛn.təl/
- s + consoante no início — sem um “i” antes: skill /skɪl/, scary /ˈskɛə.ɹi/, stark /stɑɹk/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Comece na velocidade 0,75×, faça shadowing frase por frase e volte à velocidade normal quando ficar fácil.
- Grave a sua voz e compare com o original, prestando atenção a palavras como inequality, gap, achievement.
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.