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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Bu dersin kelimeleri ve konuşma notları
Bu B2 seviyesindeki konuşma dersi “Social mobility and education: DISCUSSION - BBC Newsnight” videosuna dayanıyor. En çok tekrarlanan kelimeler: mobility, resource, notion, student. Bu videoda gölgeleme çalışması için 85 cümle ve 1130 kelime var. Konuşma bölümü 6:13 sürüyor. Konuşmacı hızlı konuşuyor, dakikada yaklaşık 182 kelime; bu yüzden birbirine bağlanan ve zayıflayan sesler duyacaksınız. Kelimelerin %85’i İngilizcede en sık kullanılan 3.000 kelime arasında; geri kalanına başlamadan önce bakmakta fayda var. 85 cümlenin 17 tanesi soru; soru tonlaması ve kısa cevaplar için iyi bir alıştırma.
Bu videodaki önemli kelimeler
Videodaki en ileri düzey 15 kelime, telaffuzu ve anlamıyla:
| Kelime | Telaffuz | Anlam |
|---|---|---|
| mobility isim | /mə(ʊ)ˈbɪlɪti/ | devingenlik, hareketlilik |
| notion isim | /ˈnoʊʃən/ | fikir, kavram |
| chaotic sıfat | /keɪˈɑtɪk/ | altüst |
| brightness isim | /ˈbɹaɪtnəs/ | parlaklık |
| disadvantage isim | /ˌdɪsədˈvæntɪd͡ʒ/ | dezavantaj |
| desirable sıfat | /dɪˈzaɪəɹəbəl/ | tatminkar |
| academically zarf | /ˌæk.əˈdɛm.ɪk.ə.li/ | akademik olarak, bilimsel olarak |
| intensify fiil | /ɪnˈtɛnsɪfaɪ/ | yoğunlaşmak, yoğunlaştırmak |
| pernicious sıfat | /pɚˈnɪʃəs/ | habis, muzır |
| predicate isim | /ˈpɹɛd.ɪ.kɪt/ | yüklem |
| preschool sıfat | /ˈpɹiːskuːl/ | okul öncesi |
| devote fiil | /dɪˈvəʊt/ | adamak |
| discourse isim | /ˈdɪs.kɔːɹs/ | mubahase, söz |
| selective sıfat | /səˈlɛktɪv/ | seçici |
| inequality isim | /ˌɪn.ɪˈkwɑ.lɪ.ti/ | eşitsizlik |
Tekrar etmeye değer cümleler
Videodan, günlük konuşmada yeniden kullanabileceğiniz kısa ve tam cümleler:
- 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?
Bu videodaki dil bilgisi
Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:
| Yapı | Videoda |
|---|---|
| Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemli | is gifted · being represented · be wasted |
| Present perfect have/has + fiilin üçüncü hâli — geçmişte olan ama şimdi de önemli olan bir eylem | it's been · we've seen · has been |
| İlgi cümlecikleri who / which + cümle — bir kişi ya da şey hakkında ek bilgi | system which was · Yes, which was · issue, which is |
Dikkat edilecek telaffuzlar
Konuşmacı didn't, doesn't, isn't gibi kısaltılmış biçimleri 21 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.
- “sh” ve “zh” sesleri: notion /ˈnoʊʃən/, aspiration /ˌæspəˈɹeɪʃən/, enshrine /ɪnˈʃɹaɪn/, pernicious /pɚˈnɪʃəs/, tuition /tjuːˈɪʃən/
- Uzun kelimeler — vurguyu doğru yere koyun: mobility /mə(ʊ)ˈbɪlɪti/, aspiration /ˌæspəˈɹeɪʃən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, desirable /dɪˈzaɪəɹəbəl/, academically /ˌæk.əˈdɛm.ɪk.ə.li/
Türkçe konuşanların zorlandığı sesler:
- Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: brightness /ˈbɹaɪtnəs/, predicate /ˈpɹɛd.ɪ.kɪt/, preschool /ˈpɹiːskuːl/, stressful /ˈstɹɛsfəl/, tuition /tjuːˈɪʃən/
- /æ/ — “e”den daha açık: aspiration /ˌæspəˈɹeɪʃən/, disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, academically /ˌæk.əˈdɛm.ɪk.ə.li/, mathematics /mæθ(.ə)ˈmæt.ɪks/, barrier /ˈbæɹi.ə/
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; mobility, notion, chaotic 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.