Stephen Krashen - Youtube videos, Dr. Stephen Krashen: (1) What Choices Have We? Textbook vs Storybook

Dr. Stephen Krashen: (1) What Choices Have We? Textbook vs Storybook

was something very common thread through all of them and that was what we do promote reading aloud it's a very simple it's very simple but then one of the most effective ways to get children loving books loving learning loving reading loving just learning for the sheer joy of it and and for life lifelong learning and it's really fantastic that you know this is a promotional video from Finland government and hopefully the government oh it's a third party you can debate that another interesting point which is also what we are really addressing is the feedback loop system where if it wasn't if we did have a feedback loop system in Hong Kong from the teachers telling going all the way up to the government then we wouldn't be addressing the crisis that we have at the moment we have a serious crisis that we've been addressing for the eight years and that's an Family Literacy tryna get more parents and educators reading with their children for fun really using storybooks getting storybooks into the curriculum at schools did you see any text books there any drillings and he any fill in the blanks there was none of that so this is what we're all about and I would love you to learn more about us I can't I only have about 30 seconds left so I just want you to direct you to to websites please write them down when me a book dot o-r-g dot h k the other one is I love to learn campaign without the ten yet send foundation we have representative here think it's a director Tina turn has helped bring stephen krashen from the us over here just to come to the conference love to learn Asia please do check it out this is all about addressing this issue of advocating for the right for children to enjoy learning basically and it comes down to it so a plunger doctor crashing his full bio is in the is in the Prospectus a yogi can have a look but he is the world's leading expert in the field of language and literacy language acquisition really I learned a couple of other things from reading my bio I learned that I'm a kung-fu master it says so right here actually that's not true don't be afraid it I have a black belt in Taekwondo that's true but I have to tell you I got the black belt on the basis of the written examination well today we're all concerned about children and I want to begin by talking about grownups and ourselves things that are important well looking at you it's this is gonna be important to you in about 40 years and for your children maybe in 60 years for me right now just a word about so take these ideas and put them in a file and look at them in a few decades I want to talk about getting old about dementia senility I'm very worried about senility I'm worried about getting old I was talking to my grandson about getting old and I said to him I said Julianne when I was a little boy we lived in the country and he said grandpa when you were a little boy everybody lived in the country but I'm very concerned about dementia that one part of getting old Bill Cosby American comedian says don't worry about senility don't worry about dementia when it comes you won't know well that's nice but it does it's in my family and I'm kind of worried about it in my family my father had it my aunts and uncles his brothers and sisters all got it and all came around age 75 and that's very very close for me so my way of dealing with problems is to look at the research and write papers so that's what I did I wrote a paper about dementia and what you could do to delay dementia and I found three factors that provide a perfect introduction to today's speech the first factor as some of you know if you read the newspapers is be bilingual isn't that nice this is Ellen biallas Doc's research from the University of Tehran from York University in Toronto she has found that people who are bilingual who are good at switching languages as most of you do all day long you're going back and forth among two or three languages all the time people like that have fewer problems with what's called executive control that means not getting distracted like you get up in the morning you're on your way to the kitchen and you see some newspaper on the floor you pick it up put it away then you forgot where you were going and what you when you got there you don't know why well this happens to everybody but as you get older it happens more and more what was I talking about right that kind of stuff being bilingual when you're switching languages all the time makes you very used to that and till people are bilingual have fewer problems with executive control the second thing is reading not reading you know read a paragraph and answer questions but reading for pleasure the kind of reading you and I do all the time people my age who read a lot for pleasure have the same verbal memory as people in their 30s who don't read a lot pretty good the third you're gonna love this coffee is that wonderful or what the research is quite different research foundations have come to the same conclusions three cups a day of freshly brewed coffee will delay dementia six seven eight years yes now there is people have asked me what about decaf I refused to look at the research on decaf decaf is an insult decaf is like kissing your sister okay there is some research out that is conjecture they've extrapolated from studies of mice but it's quite fascinating they think five cups a day of freshly brewed coffee might reverse Alzheimers whoa now the nice thing about this is that you can do all three at once you can read a book in a foreign language drink coffee the Fountain of Youth all at the same time now if anyone is interested in getting a research grant to work on this and I hope you do I volunteer my services as subject so I can get free lattes and help science at the same time I have this former student

Kim sook Cho who lives in Busan and she's always filled with phenomenal ideas all the time fantastic and one of her many great ideas she says you know you really ought to tell Starbucks about this you know if you go to Starbucks they used to do this you get a cup and they have words of wisdom on the cup like you know protect the earth resist evil be good you know so I thought if I sent them my paper they could use it to push coffee keeps you young and we could score some points for bilingualism and literacy you know some points for our team so I sent them the paper they wrote back friend of mine calls this a case

of corporate dementia they wrote back and they said we are not interested in new economic ventures at this time no no I wrote them back I said no the papers public domain you can have it well I never heard from them again anyway that's the good news thank you very much it's been a pleasure Oh lots more to say I forgot okay in fact that's usually the only thing people remember from my talks when I drink coffee well the focus of today is what choices do we have and my major point is that we have a choice of doing it the hard way or the easy way whichever you like and the hard way doesn't work the easy way works this is the best possible news we are engaged right now in a war oh gosh we're running out of time I think I'm gonna cancel break and lunch good we'll just have coffee all right the hard way we're in a war right now between two views one view I call and this is on your notes and I'll just make a few additional notes here between a hypothesis called the comprehension hypothesis and a hypothesis called the skill-building hypothesis a major war and it's a good war it's a war that should happen because whoever wins we will profit this is the way science works this has encouraged a great deal of I think important research the comprehension hypothesis which I think is the good guy which i think is right says the way we acquire language and the way we develop literacy is by understanding what people tell us and understanding what we read by obtaining what we call comprehensible input so we develop literacy by listening to stories as we've heard from bring me a book we develop literacy by reading books that we like we develop language by having wonderful conversations and this all happens sub consciously without our realizing it so we begin with comprehensible input stories reading the results are the skills vocabulary grammar etc important difference the skill building hypothesis

and you remember this one because when you studied language in secondary school your class was taught according to skill building you begin with the skills you begin with vocabulary you begin with grammar you study them you learn them you work really hard and then you practice them over and over someone will

work hard someday you will be rewarded but the reward never comes not a single person on this planet has ever acquired language or developed literacy using skill building it has never worked I have never seen a case when someone says my cousin learned to speak French by studying grammar when you look at the case closely you see

lots and lots of comprehensible input all the time so what do we have here we have win-win its pleasant and it works skill building is lose-lose it's painful and it doesn't work the problem is for the public the skill building hypothesis is not a hypothesis it's an axiom most people assume 99% of the human race does not realize that there is an alternative that there is another way if you think the skill building hypothesis is right all the things we do in school the unbelievable amount of testing the anxiety that Niko talked about we all recognize all of that makes sense if you believe in skill building but

it's not true the comprehension hypothesis I think is correct but the war is still raging and as I said it's a very good war and it should go on well a special case of the comprehension hypothesis one I'm going to focus on now oh my in trouble now I did all this writing has anyone ever used this board before so eraser oh this thing yeah you did you do it good for many of you this is the first time you have ever seen a chalkboard in use right later on I'll tell you about other things you don't know about like telephone booths okay the world is changing oh I'm such a Luddite oh gosh they asked me if I wanted to use PowerPoint I thought it was a martial art for many years I have a black belt in PowerPoint watch out I get nervous with the stuff because first of all by the time you master the technology it's obsolete isn't that true and you've got to start all over again so we're constantly learning to use these new things and whenever you use anything in technology 20 percent of the time something goes wrong isn't that true so I like chalkboards the research on chalkboards is very good in fact it's much better I was programming before your mother was born but it's impossible to keep up with it the problem is the changes are arbitrary that's the problem and knowing a previous system does not help you with a new system this is the row okay so a special case of the comprehension hypothesis is the reading hypothesis and the reading hypothesis the one I'm most excited about says that reading a form of comprehensible input is the major source of our literacy development and there's a special kind of reading that helps more than any other free voluntary reading the kind of reading you did last night before you went to sleep how many of you read last night before you went to sleep Wow how many of you like me read last night before you went to sleep even though it was too late and you shouldn't have this is positive addiction isn't true free voluntary reading which is a very pleasant form of comprehensible input we think and this is research we've been doing since the 1980s is the source of most of our literacy it's the source of our reading comprehension the source of our ability to write with good writing styles it's the source of our much of our educated vocabulary nearly all of it it's the source of our ability to write and read and understand complex grammatical constructions and it's the source of a great deal of our spelling knowledge and this seems to be true across languages it's also the source of a great deal of our knowledge our everyday knowledge of the world our let our knowledge of science history literature as well as practical knowledge now I want to share with you just a little bit of the evidence for sustained silent reading there's a tremendous amount here and I never get tired of gathering it part of it comes from reading in school in the United States we call this SSR it stands for sustained silent reading back in the 1960s we called it USSR it's true uninterrupted sustained silent reading after Ronald Reagan we got rid of that okay in sustained silent reading you take a few minutes out of the school day and the children read they read what they want to read no book report no questions at the end of the chapter etc and the teacher gets to read whatever the teacher wants to read now we've got to find out if this works I have calculated them if you're a teacher and you do 10 minutes a day of sustained silent reading in and you read while the students are reading over a normal teaching career this amounts to three months paid vacation are you with me yeah teachings hard so we give them a break anyway the research on sustained silent reading is very straightforward one group does sustained silent reading the other does skill-building for that ten

minutes a day where you know they do read the paragraph answer the questions draw a line from the word to the definition etc the research has been stunning first language and second language those in sustained silent reading the worst thing that happens is they do the same and generally they do better I have one study I want to share

with you because it's so interesting and it has good gossip the Fiji Islands study on your sheet this is le and mangu bhai oh here we are again and I'd like to direct your attention to the board not to the handout so yeah I'm unpredictable though I never know when I'm going to do I'm not used to having this help this is great yeah I get rid of that yeah bring me a double expresso too Oh oh really you get two of them the only ones in the Oh God high-tech you see see it's not working what did I tell you these guys are professionals you know I just bring it down we'll look work with this okay I understand believe me I understand not your fault okay the this is a study done by war Kelly and Frances mangu hi and the nice thing about this study first of all it was published in a journal called the reading research quarterly the reading research quarterly is known as the number one snob journal in the field most of the articles in this journal are

everything the harshest critic would ever ask for here are the results I'll give them to you in terms of months gained on standardized tests we expect native speakers to gain ten months in a year all right let's see how these kids do audio lingual group six and a half months gained sustained silent reading here it is I am about to change your life as this number changed my life 15 months gained Wow not even close I didn't make this up this is from the journal big books 15 months gained fourth grade fifth graders audio lingual pathetic two and a half months gained sustained silent reading immodest but respectable nine big books 15 the readers were better the second year of the project this nine disappeared these groups were identical and even far they're ahead of the audio Lingle group they were better in reading they were better in writing they were better on tests of grammar in other words the readers did better on grammar tests than children who studied grammar this has been replicated again and again in the professional literature this is simply one of many studies dozens and dozens of studies I want to give you the latest from the UK and here take a look at this chart that's on your sheet this one just came out last year very nice study of 2013 this is a big project that they've been doing in the UK where they follow children for many many years since they were little and now up to age 16 and this is predictors of vocabulary size the chart did this see of the column that says beta it really tells you which group was better okay so the larger the beta the bigger the advantage this is a multiple regression and analysis we'll talk about that later or not at all look at the predictors the biggest predictor was how much reading the kids did at age 16 this third from the bottom reads books more than once a week at age sixteen point three five three that's the largest effect notice that your reading proficiency at age ten was not a large predictor in the are at five wasn't a large predictor in other words you get better as you keep reading this is not a case of a younger is better and let's do it all when they're really really young etc this can happen anytime a Geoff McQuillan and I wrote a paper on this call late intervention which is much more powerful than early intervention there is no reason to start really really early and get upset about this countries like Finland have known about this for a long time the kids start literacy when they're seven and they catch up to the other countries no problem well I want to supplement this with a couple of case histories and get into more recent stuff I love case histories the thing about case histories though you said you got to do a lot of them if you just do one you don't know what the crucial variables are so these are just samples here is Liz Marie who wrote a book called breaking night Liz Marie grew up in heavy poverty this is a first language study I'm on the bottom of page one she grew up in New York in deep deep poverty lots of problems but became extremely successful went to major university as an exciting career etc how did she do it well her dad had an interesting habit he would go to all the local branches of the New York Public Library in those days the libraries were not connected by computer each one was a world unto itself so he'd go to a local library get a library card take out as many books as he could and never returned them then he'd go to another local library take out as many books as he Rica and never so the house was filled with fugitive library books from all over the city what Liz did is she only went to school just before the examinations at the end of the year that's it just to find out here's what she says any formal education I received came from the few days I spent in attendance mixed with knowledge I absorb from random readings or my of daddy's ever-growing supply of unreturned library books doing this you just showed up before the test she kept squeaking by well people are worried about comic books should read about Bishop Desmond Tutu Nobel Prize winner okay people are worried about comic books oh they're worried about it because of a book that came out in the 1950s in the United States called seduction of the innocent and it was all about how comic books were leading children into lives of crime this guy testified in front of the US Senate it resulted in a comic book code strict censorship etc the read the book is a disaster the this guy has never done the first two weeks of experimental design okay no idea like little Johnny gets in trouble with the police they go to his room they find comic

books well in those days 90% of all kids were coming book readers there were comics in everybody's room they go to his bathroom they find toothpaste toothpaste must be a source of crime anyway if you're concerned about this consider Desmond Tutu one of the most noble people on the planet one of the things I'm most grateful to my father for is that contrary to educational principles he allowed me to read comics

Dr. Stephen Krashen: (1) What Choices Have We? Textbook vs Storybook ||Krashen||||||| |||||||||Children's book |||||||||livro de histórias |||||||||Књига прича |||||||||storybook |||||||||Libro de cuentos Dr. Stephen Krashen: (1) Welche Möglichkeiten haben wir? Lehrbuch vs. Märchenbuch Dr. Stephen Krashen: (1) Τι επιλογές έχουμε; Διδακτικό βιβλίο vs Παραμύθι Dr. Stephen Krashen: (1) What Choices Have We? Textbook vs Storybook Dr. Stephen Krashen: (1) ¿Qué opciones tenemos? Libro de texto frente a libro de cuentos Dr. Stephen Krashen: (1) Quali scelte abbiamo? Libro di testo vs libro di fiabe スティーブン・クラシェン博士: (1) どのような選択肢がありますか?教科書 vs ストーリーブック Dr Stephen Krashen: (1) Jaki mamy wybór: podręcznik czy książka? Dr. Stephen Krashen: (1) Que opções temos? Livro Didáctico vs Livro de Histórias Доктор Стивен Крашен: (1) Какой у нас выбор? Учебник против книги рассказов Dr. Stephen Krashen: (1) Hangi Seçeneklere Sahibiz? Ders Kitabı vs Hikaye Kitabı Доктор Стівен Крашен: (1) Який вибір ми маємо? Підручник чи книга оповідань Stephen Krashen 博士：（1）我们有什么选择？教科书与故事书 Stephen Krashen 博士：（1）我們有什麼選擇？教科書與故事書

hi good morning everybody my name is Pierre Wong I am the executive director of bringing me a book Hong Kong thanks to Nico lindholm for his great presentation actually made me think as I’m actually half Swedish and half Chinese you’re born in Sweden speak Swedish so theoretically I should actually have the best of both worlds I ||||||||||||||||||||||||||||||||||||||||||||||||теоретически я должен|||||||||| ||||||||||||directeur||||||||||||||||||||||je suis||||||||||Suède|||||||||||||| ||||||||Pierre Wong|||||||||||||||Nico Lindholm|Nico Lindholm|||||||||||||||||||||||||||||||||| |||||||||||||||||||||||Nico|lindholm|||||||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||||||||||||||理论上|||||||||| ||||||||Вонг|||||||||||||||Nico Lindholm|Niko Lindholm|||||||||||||||||||||||||||||||||| |||||||Pierre||||||||||||||||Nico|Lindholm|||||||||||||||||||||||||||||||||| |||||||||||||||||||||||Nico Lindholm|Nico Lindholm|||||||||||||||||||||||||||||||||| Hallo, guten Morgen zusammen, mein Name ist Pierre Wong. Ich bin der Geschäftsführer von Bringing Me a Book Hong Kong. Dank Nico Lindholm für seine großartige Präsentation hat mich tatsächlich nachgedacht, da ich eigentlich halb Schwede und halb Chinese bin, sprechen Sie in Schweden Schwedisch, also sollte ich theoretisch eigentlich das Beste aus beiden Welten haben hola, buenos días a todos, mi nombre es Pierre Wong, soy el director ejecutivo de traerme un libro Hong Kong, gracias a Nico lindholm por su excelente presentación, en realidad me hizo pensar, ya que en realidad soy mitad sueco y mitad chino, naciste en Suecia habla sueco, así que teóricamente debería tener lo mejor de ambos mundos. こんにちはおはようございます私の名前はピエール・ウォンです。私はニコ・リンドホルムの素晴らしいプレゼンテーションに感謝し、香港に本を持ってきてくれたエグゼクティブディレクターです。スウェーデン語なので、理論的には両方の世界で最高のものを持っているはずです。 have a great education a free education when the best yet pay low taxes but I share somebody went that way but anyway I just get the worst of both no and also very interesting on the video which I think all of you hopefully have picked out was in in the classroom all the videos in the classroom there |une excellente éducation||||||||||||||||||||||||||||||||||||||||||||||||dans|||||||||| habe eine großartige Ausbildung eine kostenlose Ausbildung, wenn die besten, aber zahlen niedrige Steuern, aber ich teile jemanden auf diese Weise, aber trotzdem bekomme ich nur das Schlimmste von beiden nicht und auch sehr interessant auf dem Video, das ich denke, dass Sie alle hoffentlich herausgesucht haben im Klassenzimmer alle Videos im Klassenraum tener una gran educación una educación gratuita cuando los mejores aún pagan impuestos bajos pero comparto que alguien se fue por ese camino pero de todos modos solo obtengo lo peor de ambos no y también es muy interesante en el video que creo que todos ustedes, con suerte, han elegido. en el aula todos los videos en el aula hay avoir une excellente éducation une éducation gratuite quand les meilleurs payent encore de faibles impôts, mais je partage que quelqu'un est allé dans cette direction, mais de toute façon, je reçois juste le pire des deux non et aussi très intéressant sur la vidéo que je pense que vous avez tous choisi, espérons-le, était dans dans la classe toutes les vidéos de la classe là-bas 受过良好的教育，免费的教育，最好的人却缴纳低税，但我同意有人这样做，但无论如何，我只是在视频中得到了最糟糕的结果，而且视频也很有趣在教室里教室里的所有视频

was something very common thread through all of them and that was what we do promote reading aloud it’s a very simple it’s very simple but then one of the most effective ways to get children loving books loving learning loving reading loving just learning for the sheer joy of it and and for life lifelong learning and it’s really ||||zajednička nit|||||||||||||na glas||||||||||||||||||||||||||||||čistu radost||||||||||||zaista |||||||||||||||||||||||||||||||||||||||||||||||pure joie|||||||||||| ||||theme||||||||||||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||||||||||||||sırf zevk|||||||||||| ||||hilo común|||||||||||||||||||||||||||||||||||||||||||puro|||||||||||| war etwas sehr allgemeiner Faden durch alle von ihnen und das war, was wir tun, das Vorlesen zu fördern, es ist ein sehr einfaches, aber es ist sehr einfach, aber dann eine der effektivsten Möglichkeiten, Kinder liebevolle Bücher lieben lernen, liebende Lesen lieben nur für die reine Freude zu lernen es und für das Leben lebenslanges Lernen und es ist wirklich era algo muy común entre todos ellos y eso es lo que promovemos la lectura en voz alta es muy simple es muy simple pero luego una de las formas más efectivas de hacer que los niños amen los libros amen el aprendizaje aman la lectura aman el aprendizaje por el puro placer de y para toda la vida aprendizaje permanente y es realmente était quelque chose de très commun à travers chacun d'eux et c'est ce que nous faisons pour promouvoir la lecture à voix haute. et et pour l'apprentissage tout au long de la vie et c'est vraiment fantastic that you know this is a promotional video from Finland government and hopefully the government oh it’s a third party you can debate that another interesting point which is also what we are really addressing is the feedback loop system where if it wasn’t if we did have a feedback loop system in Hong Kong from the teachers |||||||promotivni video||||||||||||||||||||||||||||||||sistem povratnih informacija||||||||||||sistem povratnih informacija||||||| |||||||||||||||||||||||||||||||||||||||Rückkopplungsschleife||||||||||||||||||| |||||||advertising||||||||||||||||||||||||||||focusing on||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||abordando el sistema||||||||||||||||||||||| fantástico que sepa que este es un video promocional del gobierno de Finlandia y, con suerte, el gobierno, oh, es un tercero, puede debatir que otro punto interesante que también es lo que realmente estamos abordando es el sistema de ciclo de retroalimentación donde si no fuera si lo hiciéramos tener un sistema de circuito de retroalimentación en Hong Kong de los maestros fantastique que vous sachiez qu'il s'agit d'une vidéo promotionnelle du gouvernement finlandais et j'espère que le gouvernement oh c'est un tiers, vous pouvez débattre d'un autre point intéressant qui est aussi ce que nous abordons vraiment est le système de boucle de rétroaction où si ce n'était pas si nous le faisions avoir un système de boucle de rétroaction à Hong Kong des enseignants telling going all the way up to the government then we wouldn’t be addressing the crisis that we have at the moment we have a serious crisis that we’ve been addressing for the eight years and that’s an Family Literacy tryna get more parents and educators reading with their children for fun really using storybooks getting ||||||||||||||||||||||||||||||||||||||||trying to||||||||||||||| ||||||||||||||||||||||||||||||||||||||||tentando||||||||||||||livros de histórias| ||||||||||||||||||||||||||||||||||||||||trying to||||||||||||||| ||||||||||||||||||||||||||||||||||||||||pokušava da||||||||||||||priče za decu| ||||||||||||||||||||||||||||||||||||||||试图||||||||||||||| ||||||||||||||||||||||||||||||||||||||||intentando lograr que||||||||||||||| storybooks into the curriculum at schools did you see any text books there any drillings and he any fill in the blanks there was none of that so this is what we’re all about and I would love you to learn more about us I can’t I only have about 30 seconds left so I just want you to direct you to to websites please write ||||||||||||||exercices|||||||||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||Practice exercises|||||||||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||exercícios|||||||||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||упражњења|||||||||||||||||||||||||||||||||||||||||||||||||| storybook||||||||||||||drillings = exercises|||||||||||||||||||||||||||||||||||||||||||||||||| libros de cuentos||||||||||||||"Ejercicios prácticos"|||||||||||||||||||||||||||||||||||||||||||||||||| libros de cuentos en el plan de estudios en las escuelas ¿viste algún libro de texto allí alguna perforación y él llenó los espacios en blanco no había nada de eso así que esto es de lo que se trata y me encantaría que aprendas más sobre nosotros no puedo Solo me quedan unos 30 segundos, así que solo quiero que lo dirija a los sitios web, por favor escriba them down when me a book dot o-r-g dot h k the other one is I love to learn campaign without the ten yet send foundation we have representative here think it's a director Tina turn has helped bring stephen krashen from the us over here just to come to the conference love to learn Asia please do check it out this is all ||||||||||||||||||||||||||||||||||||Тина Турн||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||Tina Turn||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||Tina||||||||||||||||||||||||||||| about addressing this issue of advocating for the right for children to enjoy learning basically and it comes down to it so a plunger doctor crashing his full bio is in the is in the Prospectus a yogi can have a look but he is the world’s leading expert in the field of language and literacy language acquisition really I learned a couple of |||||||||||||||||||||||irrelevant information||||||||||||Information booklet||language expert|||||||||||||||||||||||||| |||||||||||||||||||||||desentupidor|||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||plunger||||||||||||prospectus|||||||||||||||||||||||||||| |||Problem||zastupanje prava||||||||||||||||||Translation: "klip"||||||||||||Prospektu||||||||||||||||||||писменост и језик|||||||| |||||||||||||||||||||||活塞||||||||||||招生简章||瑜伽师|||||||||||||||||||||||||| |||||||||||||||||||||||Desatascador médico||||||||||||||||||||||||||||||||alfabetización y lenguaje|||||||| other things from reading my bio I learned that I’m a kung-fu master it says so right here actually that’s not true don’t be afraid it I have a black belt in Taekwondo that’s true but I have to tell you I got the black belt on the basis of the written examination well today we’re all concerned about children and I want to begin by talking |||||||||||мајстор кунг-фуа||||||||||||||||||||||Теквондо мајстор||||||||||||||||||||pisani ispit|||||||||||||| |||||biographie|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| |||||Martial arts background|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||Taekwondo|||||||||||||||||||||||||||||||||| about grownups and ourselves things that are important well looking at you it’s this is gonna be important to you in about 40 years and for your children maybe in 60 years for me right now just a word about so take these ideas and put them in a file and look at them in a few decades I want to talk about getting old |grownups||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| |les adultes||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| |成年人||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| 大人について、そして自分自身について......大切なことは......あなたを見ていると、これは40年後のあなたにとって、そして60年後のあなたの子供たちにとって大切なことだと思う。关于成年人和我们自己，一些重要的事情看看你，这对你来说很重要，大约 40 年后，对你的孩子来说，也许 60 年后，对我来说，现在只是一句话，所以把这些想法放在一个文件中几十年后看看他们我想谈谈变老 about dementia senility I’m very worried about senility I’m worried about getting old I was talking to my grandson about getting old and I said to him I said Julianne when I was a little boy we lived in the country and he said grandpa when you were a little boy everybody lived in the country but I’m very |la démence|sénilité|||||||||||||||||||||||||||||||||||||||||||||||||||||||| |memory loss|cognitive decline|||||||||||||||||||||||||||||||||||||||||||||||||||||||| |痴呆症|老年痴呆|||||||||||||||||||||||||||朱莉安||||||||||||||||||||||||||||| ||senilnost||||||||||||||||унук|||||||||||Julijane, zabrinut sam||||||||||||||||||||||||||||| |dementia|the condition of being senile|||||||||||||||||||||||||||Julianne|||||||||||||||grandfather|||||||||||||| ||||||||||||||||||nieto|||||||||||||||||||||||||||||||||||||||| concerned about dementia that one part of getting old Bill Cosby American comedian says don’t worry about senility don’t worry about dementia when it comes you won’t know well that’s nice but it does it’s in my family and I’m kind of worried about it in my family my father had it my aunts and uncles his brothers ||dementia||||||||Cosby|||||||senilità|||||||||||||||||||||||||||||||||||||||| ||||||||||考斯比||||||||||||||||||||||||||||||||||||||||||||||| ||||||||||Бил Козби||||||||||||||||||||||||||||||||||||||||||||||| and sisters all got it and all came around age 75 and that’s very very close for me so my way of dealing with problems is to look at the research and write papers so that’s what I did I wrote a paper about dementia and what you could do to delay dementia and I found three factors that provide a perfect introduction to today’s speech |||||||||||||||||||||||||||||||||||||||||||dementia||||||||||||||||||||| the first factor as some of you know if you read the newspapers is be bilingual isn’t that nice this is Ellen biallas Doc’s research from the University of Tehran from York University in Toronto she has found that people who are bilingual who are good at switching languages as most of you do all day long you’re going back and forth |||||||||||||||||||||Ellen|Biallas|Doc's|||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||||Biallasova istraživanja|istraživanje Doc-a|||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||||Ellen Bialystok's||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||investigación de Doc||||||||||||||||||||||||cambiar de idioma|||||||||||||| |||||||||||||||||||||艾伦|比阿拉斯|博士的|||||||||||||||||||||||||||||||||||||| among two or three languages all the time people like that have fewer problems with what’s called executive control that means not getting distracted like you get up in the morning you’re on your way to the kitchen and you see some newspaper on the floor you pick it up put it away then you forgot where you |||||||||||||||||izvršna kontrola|||||||||||||||||||||||||||||||||||||||| were going and what you when you got there you don’t know why well this happens to everybody but as you get older it happens more and more what was I talking about right that kind of stuff being bilingual when you’re switching languages all the time makes you very used to that and till people are bilingual have fewer problems with executive control the second thing is reading not reading you know read a paragraph and answer questions but reading for pleasure the kind of reading you and I do all the time people my age who read a lot for pleasure have the same verbal memory as people in their 30s who don’t read a lot pretty good the third you’re gonna love this coffee is that wonderful or what the research is quite different research foundations have come to the same conclusions three cups a day of freshly brewed coffee will delay dementia six seven eight years yes now there is people have asked me what about decaf I refused to look at the ||||||||||||||||||||||||||||||||Sveže skuvane|sveže skuvana|||||||||||||||||||kafa bez kofeina|||||| ||||||||||||||||||||||||||||||||||||||||||||||||||||décaféiné|||||| ||||||||||||||||||||||||||||||||||||||||||||||||||||无咖啡因|||||| ||||||||||||||||||||||||||||||||||||||||||||||||||||descafeinado|||||| |||||||||||||||||||||||||||||||||||||demenza|||||||||||||||decaf|||||| research on decaf decaf is an insult decaf is like kissing your sister okay there is some research out that is conjecture they’ve extrapolated from studies of mice but it’s quite fascinating they think five cups a day of freshly brewed coffee might reverse Alzheimers whoa now the nice thing about this is that you can do all three at ||||||insulte|||||||||||||||||extrapolées||||souris|||||||||||||||||||||||||||||||| |||||||Decaffeinated coffee||||||||||||||Speculative hypothesis||inferred from data|||||||||||||||||||||||||||||||||||| |||||||||||||||||||||conjecture|they have|extrapolato|||||||||||||||||||||Alzheimer's||||||||||||||| ||||||"uvreda"||||ljubljenje s sestrom|||||||||||pretpostavka||ekstrapolirali su|||||||||||||||||||||Alchajmerova bolest||||||||||||||| |||||||||||||||||||||猜想||推断得出||||||||||||||||||||逆转|||||||||||||||| ||||||||||||||||||||||||||||||||||||||||||||Alzheimer's||||||||||||||| once you can read a book in a foreign language drink coffee the Fountain of Youth all at the same time now if anyone is interested in getting a research grant to work on this and I hope you do I volunteer my services as subject so I can get free lattes and help science at the same time I have this former student |||||||||||||Fountain||||||||||||||||||||||||||||||||||||||lattes|||||||||||| |||||||||||||||||||||||||||||||||||||||||||||||||||lattes|||||||||||| ||||||||||||||||||||||||||||||research funding||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||||||||||||||||||besplatne late|||||||||||| ||||||||||||||||||||||||||||||资助|||||||||||||||||||||||||||||||||

Kim sook Cho who lives in Busan and she’s always filled with phenomenal ideas all the time fantastic and one of her many great ideas she says you know you really ought to tell Starbucks about this you know if you go to Starbucks they used to do this you get a cup and they have words of wisdom on the cup 金|淑|乔||||釜山||||||||||||||||||||||||||||||||||||||||||||||||||||||| ||||||Busan||||||||||||||||||||||||||||||||||||||||||||||||||||||| |Phenomenal ideas always|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| ||||||||||Llena de ideas||||||||||||||||||||||||||||||||||||||||||||||||Palabras de sabiduría||| |sook|Cho||||Busan||||||||||||||||||||||||||||||||||||||||||||||||||||||| like you know protect the earth resist evil be good you know so I thought if I sent them my paper they could use it to push coffee keeps you young and we could score some points for bilingualism and literacy you know some points for our team so I sent them the paper they wrote back friend of mine calls this a case ||||||||||||||||||||||||||||||||||||||двојезичност и писменост||pismenost i obrazovanje||||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||||||alfabetización y educación||||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||||bilingualism||||||||||||||||||||||||| como você sabe proteger a terra resistir ao mal seja bom você sabe, então eu pensei que se eu lhes enviasse meu jornal, eles poderiam usá-lo para empurrar o café mantém você jovem e poderíamos marcar alguns pontos por bilinguismo e alfabetização você conhece alguns pontos para a nossa equipe, então eu enviou-lhes o papel que escreveu de volta amigo meu chama isso de um caso

of corporate dementia they wrote back and they said we are not interested in new economic ventures at this time no no I wrote them back I said no the papers public domain you can have it well I never heard from them again anyway that’s the good news thank you very much it’s been a pleasure Oh lots more to say ||||||||||||||||ekonomski poduhvati||||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||business opportunities||||||||||||||||||||||||||||||||||||||||||||| I forgot okay in fact that’s usually the only thing people remember from my talks when I drink coffee well the focus of today is what choices do we have and my major point is that we have a choice of doing it the hard way or the easy way whichever you like and the hard way doesn’t work the easy way works this is the best possible news we are engaged right now in a war oh gosh we’re running out of time I think I’m gonna cancel break and lunch good we’ll just have coffee all right the hard way we’re in a war right now between two views one view I call and this is on your notes and I’ll just make a few additional notes here between a |||||||involucrados|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| hypothesis called the comprehension hypothesis and a hypothesis called the skill-building hypothesis a major war and it’s a good war it’s a war that should happen because whoever wins we will profit this is the way science works this has encouraged a great deal of I think important research the comprehension hypothesis which I think ||||||||||||theory||||||||||||||||||||||||||||||||||||||||||| is the good guy which i think is right says the way we acquire language and the way we develop literacy is by understanding what people tell us and understanding what we read by obtaining what we call comprehensible input so we develop literacy by listening to stories as we’ve heard from bring me a book we ||||||||||||||||||||pismenost||||||||||||||dobijanjem|||||||||||||||||||||| ||||||||||||||||||||||||||||||||||to obtain|||||||||||||||||||||| ||||||||||||||||||||||||||||||||||obteniendo|||||||||alfabetización||||||||||||| ||||||||||||||||||||读写能力|||||||||||||||||||||||||||||||||||| develop literacy by reading books that we like we develop language by having wonderful conversations and this all happens sub consciously without our realizing it so we begin with comprehensible input stories reading the results are the skills vocabulary grammar etc important difference the skill building hypothesis |||||||||||||||||||sous|de manière consciente||||||||||||||||||||||||||

correct your mistake so you can change what the rule is and then someday you get to use the language you see the difference the cause-effect is reversed this says the skills are a result this says the skills are the cause first you learn them the skill building hypothesis is a delayed gratification hypothesis ||||||||||||||||||||||||||||preokrenuto uzročno-posledično||||||||||||||||||||||||||Odloženo zadovoljstvo| |||||||||||||||||||||||||||||||||||||||||||||||||||||retardée|gratification différée| ||||||||||||||||||||||||||||corretto il tuo errore così puoi cambiare quale è la regola e poi un giorno puoi usare la lingua vedi la differenza la causa-effetto è invertita questo dice che le abilità sono un risultato questo dice che le abilità sono la causa prima le impari l'ipotesi di costruzione delle abilità è un'ipotesi di gratificazione ritardata|||||||||||||||||||||||||||

lots and lots of comprehensible input all the time so what do we have here we have win-win its pleasant and it works skill building is lose-lose it’s painful and it doesn’t work the problem is for the public the skill building hypothesis is not a hypothesis it’s an axiom most people assume 99% of the human race |||||||||||||||||||||||||||||||||||||||||||||||||||公理||||||| |||||||||||||||||||||||||||||||||||||||||||||||||||Accepted truth||||||| does not realize that there is an alternative that there is another way if you think the skill building hypothesis is right all the things we do in school the unbelievable amount of testing the anxiety that Niko talked about we all recognize all of that makes sense if you believe in skill building but |||||||||||||||||||||||||||||||||||||Niko ne shvata|||||||||||||||||

it’s not true the comprehension hypothesis I think is correct but the war is still raging and as I said it’s a very good war and it should go on well a special case of the comprehension hypothesis one I’m going to focus on now oh my in trouble now I did all this writing has anyone ever used this board |||||||||||||||besni, žestok, buktati||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||en cours||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||激烈||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||en pleno apogeo||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||raging||||||||||||||||||||||||||||||||||||||||||||| before so eraser oh this thing yeah you did you do it good for many of you this is the first time you have ever seen a chalkboard in use right later on I’ll tell you about other things you don’t know about like telephone booths okay the world is changing oh I’m such a Luddite oh gosh they asked me if I wanted to use |||||||||||||||||||||||||||tableau noir|||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||||||||||||||||||||||Technologically resistant|||||||||| |||||||||||||||||||||||||||pizarra||||||||||||||||||cabinas||||||||||someone who is opposed to or resists new technology|||||||||| ||gumica|||||||||||||||||||||||||табла за писање||||||||||||||||||telefonske govornice||||||||||"Luddite" in this context can be translated to "tehnofob" or "protivnik tehnologije."|||||||||| |||||||||||||||||||||||||||||||||||||||||||||电话亭||||||||||文盲|||||||||| ||borrador|||||||||||||||||||||||||pizarra||||||||||||||||||cabinas telefónicas||||||||||Reacio a tecnología||¡Dios mío!|||||||| PowerPoint I thought it was a martial art for many years I have a black belt in PowerPoint watch out I get nervous with the stuff because first of all by the time you master the technology it’s obsolete isn’t that true and you’ve got to start all over again so we’re constantly learning to use these new things and ||||||борилачка вештина||||||||||||||||||||||||||||||||zastareo, zar ne||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||||outdated||||||||||||||||||||| ||||||武术的||||||||||||||||||||||||||||||||过时||||||||||||||||||||| whenever you use anything in technology 20 percent of the time something goes wrong isn’t that true so I like chalkboards the research on chalkboards is very good in fact it’s much better I was programming before your mother was born but it’s impossible to keep up with it the problem is the changes are arbitrary |||||||||||||||||||табле за писање|||||||||||||||||||||||||||||||||||proizvoljne ||||||||||||||||||||||||||||||||||||||||||||||||||||||arbitraires ||||||||||||||||||||||||||||||||||||||||||||||||||||||random and unpredictable |||||||||||||||||||pizarras de tiza||||||||||||||||||||||||||||||||||| |||||||||||||||||||chalkboards||||||||||||||||||||||||||||||||||| that’s the problem and knowing a previous system does not help you with a new system this is the row okay so a special case of the comprehension hypothesis is the reading hypothesis and the reading hypothesis the one I’m most excited about says that reading a form of comprehensible input is the major source of our literacy development and there’s a special kind of reading that helps more than any other free voluntary reading the kind of reading you did last night before you went to sleep how many of you read last night before you went to sleep Wow how many of you like me read last night before you went to sleep |||||||||||||帮助||||||||||||||||||||||||||||||||||||||||||||||| |||alfabetización||||||||||||||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||voluntary||||||||||||||||||||||||||||||||||||||||| even though it was too late and you shouldn’t have this is positive addiction isn’t true free voluntary reading which is a very pleasant form of comprehensible input we think and this is research we’ve been doing since the 1980s is the source of most of our literacy it’s the source of our reading comprehension the ||||||||shouldn't||||||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||||||||来源||||||||||||| source of our ability to write with good writing styles it’s the source of our much of our educated vocabulary nearly all of it it’s the source of our ability to write and read and understand complex grammatical constructions and it’s the source of a great deal of our spelling knowledge and this seems to be true across languages it’s also the source of a great deal of our knowledge our everyday knowledge of the world our let our knowledge of science history literature as well as practical knowledge now I want to share with you just a little bit of the evidence for sustained silent reading there’s a tremendous amount here and I never get |||||||||||||||||||||||||||||||||||||||||||||||produženo tiho čitanje||||||||||| |||||||||||||||||||||||||||así como|"también"|||||||||||||||||||||||||||||| tired of gathering it part of it comes from reading in school in the United States we call this SSR it stands for sustained silent reading back in the 1960s we called it USSR it’s true uninterrupted sustained silent reading after Ronald Reagan we got rid of that okay in sustained silent reading you take a few minutes out of the school day |||||||||||||||||||SSR = SSR||||||||||||||||||||||Ronald|Reagan|||||||||||||||||||| |||||||||||||||||||Sustained Silent Reading||||||||||||||Uninterrupted Sustained Reading|||||||||Ronald Reagan|||||||||||||||||||| |||||||||||||||||||||||||||||||||||||||||罗纳德|里根|||||||||||||||||||| ||||||||||||||||||||||||||||||||||||neprekidno|||||||||||||||||||||||||| and the children read they read what they want to read no book report no questions at the end of the chapter etc and the teacher gets to read whatever the teacher wants to read now we’ve got to find out if this works I have calculated them if you’re a teacher and you do 10 minutes a day of sustained silent reading in and you read while the students are reading over a normal teaching career this amounts to three months paid vacation are you with me yeah teachings hard so we give them a break anyway the research on sustained silent reading is very straightforward one group does sustained silent reading the other does skill-building for that ten |||||||||||||||||||||||||||||||||||||||||"kontinuirano"|||||||||| |||||||||||||||||||||||||||||||||||||Muy claro||||||||||||||

with you because it’s so interesting and it has good gossip the Fiji Islands study on your sheet this is le and mangu bhai oh here we are again and I’d like to direct your attention to the board not to the handout so yeah I’m unpredictable though I never know when I’m going to do I’m not used to having |||||||||||||||||||||||frère|||||||||||||||||||document distribué|||||||||||||||||| ||||||||||||||||||||||"my friend"|brother or friend|||||||||||||||||||printed material|||||||||||||||||| ||||||||||||||||||||||mangu|兄弟||||||||||||||||||||||||||||||||||||| ||||||||||||Фиџи острва||||||||||"Mangu" in this context could be translated to "mangu" in Serbian, as it appears to be a proper noun or a specific term that might not have a direct translation. If "mangu" is a name or a specific term, it would remain the same in Serbian.|"brate"|||||||||||||||||||"materijal za predavanje"|||||||||||||||||| ||||||||||||Fiji||||||||||mango|brother|||||||||||||||||||handout|||||||||||||||||| ||||||||||"chismes interesantes"|||||||hoja|||||||||||||||||||||||||"Folleto"|||||||||||||||||| this help this is great yeah I get rid of that yeah bring me a double expresso too Oh oh really you get two of them the only ones in the Oh God high-tech you see see it’s not working what did I tell you these guys are professionals you know I just bring it down we’ll look work with this okay I understand believe ||||||||||||||||dupli espreso||||||||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||espresso||||||||||||||||||||||||||||||||||||||||||||||||| me I understand not your fault okay the this is a study done by war Kelly and Frances mangu hi and the nice thing about this study first of all it was published in a journal called the reading research quarterly the reading research quarterly is known as the number one snob journal in the field most of the articles in this journal are |||||||||||||||||||||||||||||||||||||||||||||||||||revue élitiste|||||||||||| |||||||||||||||||||||||||||||||||||||||||||||||||||elitist, exclusive, prestigious|||||||||||| ||||||||||||||||||||||||||||||||||||||||季度的|||||||||||高端期刊|||||||||||| |||||||||||||||||Френсис Мангу||||||||||||||||||||||||||||||||||časopis za elitu|||||||||||| |||||||||||||||||||||||||||||||||||||||||||||||||||snob|||||||||||| ||||||||||||||||||||||||||||||||||||||||||||trimestral|||||||||||||||||||

long dense and nearly completely incomprehensible okay I think the only people who can read these articles are monks who have spent years of meditation and have deep powers of concentration this is where it appeared I was so happy to see it they looked at children in the Fiji Islands in the Fiji Islands English ||||||||||||||||||monaci|||||||||||||||||||||||||||||||||||Fiji|| ||||||||||||||||||les moines||||||||||||||||||||||||||||||||||||| |||||Nearly incomprehensible|||||||||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||monjes|||||||||||||||||apareció||||||||||||||||||||

is taught as a foreign language beginning in kindergarten and the kids get 30 minutes a day of English le and mangu bhai divided the children into three groups in grades four and five one group got the audio lingual method which is a combination of everything that’s wrong combined into one method 100 ||||||||вртић||||||||||||||||||||||||||||||||||||||||||| percent skill building it’s horrible it’s also still the most popular method in the world today the second group got sustained silent reading 30 minutes a day good books here are the books boys and girls enjoy no book reports no tests now the children had had English since kindergarten so they could understand the books pretty well the third group got a program called share reading we know it as big books the children are read to from large books everyone can see the books they talk about the stories they discuss the stories and they do self-selected reading I’m now gonna give you the results don’t look at your sheet watch the board it’s much easier but before I do that I want to review it we’ve got here we’ve got Warwick Elliott Laura Kelly is a hero let me tell you a retired professor from New Zealand who has done wonderful work for decades in the field the guy is wonderful his colleague Francis mangu hi first class Francis spent a week with us at the ||||||||||||||||||||Warwick|Elliott|||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||Warwick Elliott, hero|Elliott: Retired professor|||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||Warwick Elliott||||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||沃里克|埃利奥特|劳拉||||||||||||||||||||||||||||||||||||||||||| University of Southern California it was fabulous so we have first class researchers number two we have the most conservative journal in the field the reading research quarterly this was not published in the international newsletter of the Communist Party okay this was a very conservative mainline journal number three standardized tests ||||||fabulous|||||||||||||conservative|||||||||||||||||||||||||||traditional||||| |||||||||||||||||||traditional, mainstream, conventional||||||||academic periodical|||||||||||||||||||||||Uniform assessments| ||||||||||||||||||||||||||||||||||||||||||||||"convencional"||||| |||||||||||||||||||保守|||||||||||||||||||||||||||主流|||||

everything the harshest critic would ever ask for here are the results I’ll give them to you in terms of months gained on standardized tests we expect native speakers to gain ten months in a year all right let’s see how these kids do audio lingual group six and a half months gained sustained silent reading ||harshest||||||||||||||||||||||||||||||||||||||||||||||||||||| ||le plus sévère||||||||||||||||||||||||||||||||||||||||||||||||||||| ||most severe|harsh evaluator|||||||||||||||||||||||||||||||||||||||||||||||||||| here it is I am about to change your life as this number changed my life 15 months gained Wow not even close I didn’t make this up this is from the journal big books 15 months gained fourth grade fifth graders audio lingual pathetic two and a half months gained sustained silent reading immodest but respectable nine big books 15 the |||||||||||||||||||||||||||||||||||||||graders|||||||||||||immodest|||||| ||||||||||||||||||||||||||||||||||||||||||||||||||||Overly confident|||||| ||||||||||||||||||||||||||||||||||||||||||||||||||||不谦虚|||||| Hier bin ich im Begriff, dein Leben zu verändern, da diese Zahl mein Leben verändert hat. 15 Monate gewonnen Wow nicht einmal in der Nähe Ich habe das nicht erfunden. Dies ist aus dem Tagebuch. Große Bücher. 15 Monate gewonnen halbe Monate gewonnen anhaltende stille Lektüre unbescheiden, aber respektabel neun große Bücher 15 die readers were better the second year of the project this nine disappeared these groups were identical and even far they’re ahead of the audio Lingle group they were better in reading they were better in writing they were better on tests of grammar in other words the readers did better on grammar tests than ||||||||||||||||||||||||Lingle||||||||||||||||||||||||||||| ||||||||||||||||||||||||language||||||||||||||||||||||||||||| ||||||||||||||||||||||||grupo de Lingle||||||||||||||||||||||||||||| Die Leser waren im zweiten Jahr des Projekts besser. Diese neun verschwanden. Diese Gruppen waren identisch. Selbst wenn sie der Audio-Lingle-Gruppe weit voraus waren, konnten sie besser lesen. Sie konnten besser schreiben. Sie waren besser in Grammatiktests, mit anderen Worten, die Leser hat bei Grammatiktests besser abgeschnitten als children who studied grammar this has been replicated again and again in the professional literature this is simply one of many studies dozens and dozens of studies I want to give you the latest from the UK and here take a look at this chart that’s on your sheet this one just came out last year very nice study of 2013 this is a big project that they’ve been doing in the UK where they follow children for many many years since they were little and now up to age 16 and this is predictors of vocabulary size the chart did this see of the column that says beta it really tells you which group was better okay so the larger the ||||项目||||||||||||||||||||||||||||预测因素||||||||||||||贝塔||||||||||||| ||||||||||||||||||||||||||||||||les prédicteurs||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||||predictors||||||||||||||||||||||||||| 2013 ist dies ein großes Projekt, das sie in Großbritannien durchgeführt haben, wo sie Kindern seit vielen Jahren folgen, seit sie klein und jetzt bis zum Alter von 16 Jahren sind. Dies ist ein Prädiktor für die Vokabulargröße, die in der Tabelle in der Spalte angegeben ist Beta sagt dir wirklich, welche Gruppe besser war, also je größer die beta the bigger the advantage this is a multiple regression and analysis we’ll talk about that later or not at all look at the predictors the biggest predictor was how much reading the kids did at age 16 this third from the bottom reads books more than once a week at age sixteen point three five three that’s |||||||||regressione||||||||||||||||||||||||||||||||||||||||||||||| |||||||||Regression analysis results||||||||||||||||||||||||||||||||||||||||||||||| Beta Je größer der Vorteil, dass dies eine multiple Regression und Analyse ist, über die wir später oder gar nicht sprechen werden. Schauen Sie sich die Prädiktoren an. Der größte Prädiktor war, wie viel die Kinder im Alter von 16 Jahren gelesen haben. Dieses Drittel von unten liest Bücher mehr als einmal eine Woche im Alter von sechzehn Punkt drei fünf drei das ist the largest effect notice that your reading proficiency at age ten was not a large predictor in the are at five wasn’t a large predictor in other words you get better as you keep reading this is not a case of a younger is better and let’s do it all when they’re really really young etc this can happen anytime a Geoff McQuillan and I wrote a paper on this call late intervention which is much more powerful than early intervention there is no reason to start really really early and get upset about this countries like Finland have known about this for a long time the kids start literacy when they’re seven and |Geoff|||||||||||intervention||||||||||||||||||||||||||||||||||||||||| |Geoff McQuillan|late intervention benefits||||||||||delayed intervention||||||||||||||||||||||||||||||||||||||||| |Geoff McQuillan|||||||||||||||||||||||||||||||||||||||||||||||||||| |杰夫|麦奎伦||||||||||||||||||||||||||||||||||||||||||||||||||| they catch up to the other countries no problem well I want to supplement this with a couple of case histories and get into more recent stuff I love case histories the thing about case histories though you said you got to do a lot of them if you just do one you don’t know what the crucial variables are so these are just samples |||||||||||||Complementar||||||||||||||||||||||||||||||||||||||||||||||||||| here is Liz Marie who wrote a book called breaking night Liz Marie grew up in heavy poverty this is a first language study I’m on the bottom of page one she grew up in New York in deep deep poverty lots of problems but became extremely successful went to major university as an exciting career etc how ||Liz|Marie|||||||||||||||||||||||||||||||||||||||||||||||||||||| ||Liz Marie||||||||||||||||||||||||||||||||||||||||||||||||||||||| |||||||||||莉兹|玛丽||||||||||||||||||||||||||||||||||||||||||||| did she do it well her dad had an interesting habit he would go to all the local branches of the New York Public Library in those days the libraries were not connected by computer each one was a world unto itself so he’d go to a local library get a library card take out as many books as he could and never ||||||||||||||||||分馆|||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||sucursales locales||||||||||||||||||||||por sí mismo|||||||||||||||||||||| returned them then he’d go to another local library take out as many books as he Rica and never so the house was filled with fugitive library books from all over the city what Liz did is she only went to school just before the examinations at the end of the year that’s it just to find out here’s what |||||||||||||||||||||||||fugitive|||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||des livres fugitifs|||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||Unreturned library books|||||||||||||||||||||||||||||||||| she says any formal education I received came from the few days I spent in attendance mixed with knowledge I absorb from random readings or my of daddy’s ever-growing supply of unreturned library books doing this you just showed up before the test she kept squeaking by well people are worried about comic |||||||||||||||||||||||readings||||daddy's|||||unreturned||||||||||||||squeaking||||||| ||||||||||||||||||||||||||||||||||||||||||||||barely passing||||||| |||||||||||||||asistencia escolar|||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||||||||||||吱吱作响||||||| ela diz que qualquer educação formal que recebi veio dos poucos dias em que participei, misturados com o conhecimento que absorvo de leituras aleatórias ou da quantidade cada vez maior de livros de bibliotecas não devolvidos do papai fazendo isso, você acabou de aparecer antes do teste que ela continuava rangendo bem as pessoas estão preocupadas com quadrinhos books should read about Bishop Desmond Tutu Nobel Prize winner okay people are worried about comic books oh they’re worried about it because of a book that came out in the 1950s in the United States called seduction of the innocent and it was all about how comic books were leading children into lives of crime ||||vescovo||Tutu||||||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||||la séduction|||||||||||||||||| |||||Bishop Tutu|Desmond Tutu|||||||||||||||||||||||||||||||Moral panic|||||||||||||||||| |||||Obispo Desmond Tutu|Obispo Tutu||||||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||||诱惑|||||||||||||||||| this guy testified in front of the US Senate it resulted in a comic book code strict censorship etc the read the book is a disaster the this guy has never done the first two weeks of experimental design okay no idea like little Johnny gets in trouble with the police they go to his room they find comic ||he testified|||||||||||||||censura||||||||||||||||||||||||||||||||||||||||| ||gave evidence||||||||||||||||||||||||||||||||||||comic book censorship||||||||||||||||||||

books well in those days 90% of all kids were coming book readers there were comics in everybody’s room they go to his bathroom they find toothpaste toothpaste must be a source of crime anyway if you’re concerned about this consider Desmond Tutu one of the most noble people on the planet one of the things I’m most grateful to my ||||||||||||||fumetti||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||dentifrice|||||||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||||||Desmond Tutu||||||||||||||||||| father for is that contrary to educational principles he allowed me to read comics