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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Bu dersin kelimeleri ve konuşma notları
Bu konuşma dersi “Education gap: The root of inequality” videosuna dayanıyor. En çok tekrarlanan kelimeler: happen, inequality, educational, Boston, student. Bu videoda gölgeleme çalışması için 70 cümle ve 875 kelime var. Konuşma bölümü 5:29 sürüyor. Konuşmacı dakikada yaklaşık 159 kelimeyle, günlük konuşmaya yakın doğal bir hızda konuşuyor. Kelimelerin %89’i İngilizcede en sık kullanılan 3.000 kelime arasında, bu yüzden kelime dağarcığını takip etmek kolay.
Bu videodaki önemli kelimeler
Videodan öğrenmeye değer 15 kelime, telaffuzu ve anlamıyla:
| Kelime | Telaffuz | Anlam |
|---|---|---|
| inequality isim | /ˌɪn.ɪˈkwɑ.lɪ.ti/ | eşitsizlik |
| gap isim | /ɡæp/ | ara |
| poverty isim | /ˈpɑːvɚti/ | fakirlik, yoksulluk |
| skill isim | /skɪl/ | beceri, maharet |
| racial sıfat | /ˈɹeɪʃəl/ | ırki |
| curriculum isim | /kəˈɹɪk.jə.ləm/ | müfredat |
| relative isim | /ˈɹɛl.ə.tɪv/ | akraba |
| establish fiil | /ɪˈstæb.lɪʃ/ | yerleştirmek |
| scary sıfat | /ˈskɛə.ɹi/ | korkunç |
| initiative isim | /ɪˈnɪʃ.ə.tɪv/ | ilk adım |
| ethnic sıfat | /ˈɛθ.nɪk/ | etnik |
| fundamental sıfat | /ˌfʌn.dəˈmɛn.təl/ | esas, temel |
| participation isim | /pɑːˌtɪs.ɪˈpeɪ.ʃən/ | iştirak, katılım |
| occupation isim | /ˌɑkjʊˈpeɪʃən/ | meşguliyet, meslek |
| adapt fiil | /əˈdæpt/ | uydurmak, adapte etmek |
Duyacağınız deyimsel fiiller
| Kelime | Anlam |
|---|---|
| figure out fiil | açığa çıkarmak |
| get over fiil | üstesinden gelmek, yenmek |
Bu videodaki dil bilgisi
Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:
| Yapı | Videoda |
|---|---|
| Present perfect have/has + fiilin üçüncü hâli — geçmişte olan ama şimdi de önemli olan bir eylem | we've just launched · have produced |
| Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemli | are mitigated · being supported |
Dikkat edilecek telaffuzlar
Konuşmacı we're, don't, we've gibi kısaltılmış biçimleri 17 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.
- “th” sesleri: ethnic /ˈɛθ.nɪk/, ethnicity /ɛθˈnɪsɪti/
- “sh” ve “zh” sesleri: racial /ˈɹeɪʃəl/, establish /ɪˈstæb.lɪʃ/, initiative /ɪˈnɪʃ.ə.tɪv/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, occupation /ˌɑkjʊˈpeɪʃən/
- Uzun kelimeler — vurguyu doğru yere koyun: inequality /ˌɪn.ɪˈkwɑ.lɪ.ti/, curriculum /kəˈɹɪk.jə.ləm/, initiative /ɪˈnɪʃ.ə.tɪv/, fundamental /ˌfʌn.dəˈmɛn.təl/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/
Türkçe konuşanların zorlandığı sesler:
- /w/ — dudaklar yuvarlak, /v/ değil: inequality /ˌɪn.ɪˈkwɑ.lɪ.ti/, equity /ˈɛk.wɪ.ti/, equalize /ˈikwəˌlaɪz/
- Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: skill /skɪl/, plausible /ˈplɑ.zɪ.bəl/, scary /ˈskɛə.ɹi/, stark /stɑɹk/, proposition /ˌpɹɑpəˈzɪʃən/
- /æ/ — “e”den daha açık: gap /ɡæp/, establish /ɪˈstæb.lɪʃ/, attract /əˈtɹækt/, adapt /əˈdæpt/, lag /læɡ/
Bu videoyla nasıl çalışılır
- Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
- 0,75× hızla başlayın, cümle cümle tekrar edin ve kolaylaşınca normal hıza dönün.
- Kendinizi kaydedin ve orijinaliyle karşılaştırın; inequality, gap, poverty gibi kelimelere özellikle dikkat edin.
Gölgeleme Tekniği Nedir?
Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.