Video 1: Soyul & Teacher Yvette...Adventures in Preschool Second Language Acquisition
Summary
TLDRThe video script documents the early education journey of Soyul, a Korean-speaking child, at UCLA's Early Care & Education program. Initially non-English speaking, Soyul gradually develops her English skills over 14 months, engaging in activities like singing, playing, and learning about animals and nature. The diverse classroom environment, with up to 14 languages, is emphasized, highlighting the importance of building relationships with children and families to support their educational and care-giving processes.
Takeaways
- 🌟 Soyul, a young child, entered an early care and education program at UCLA speaking only Korean and with no English proficiency.
- 🌱 Over a 14-month period, Soyul's English language skills gradually emerged as she interacted with teachers and staff at the center.
- 📚 The educational environment is rich in linguistic diversity, with up to 14 different languages spoken among 22 children in Soyul's classroom.
- 👂 The teachers use a variety of strategies to help children feel comfortable, such as engaging with them in their native language and providing reassurance.
- 🎶 The script includes several instances of singing and reciting nursery rhymes, which are part of the educational activities to foster language development.
- 🐶 The use of animal sounds and associated words is a teaching method to help children learn new vocabulary in a fun and interactive way.
- 👧 Soyul's shyness and reluctance to speak English are addressed by the teacher's patience and by creating a supportive environment.
- 🤝 Building relationships with children and families is emphasized as essential for the children's educational and care-giving process.
- 🏖 Play activities such as making sand castles are used to encourage social interaction and language use among children.
- 📈 The teacher communicates with parents about their child's language milestones, which helps to build trust and involvement.
- 🩰 Soyul's experience with ballet is discussed, indicating that the curriculum includes a variety of activities to promote physical and artistic development.
Q & A
What language did Soyul initially speak when she came to UCLA Early Care & Education?
-Soyul initially spoke Korean when she came to UCLA Early Care & Education.
How old was Soyul when she started attending UCLA Early Care & Education?
-Soyul was 2 years and 10 months old when she started attending UCLA Early Care & Education.
What was the duration of Soyul's time at UCLA Early Care & Education before her English started to emerge?
-Soyul's English started to emerge after 14 months of attending UCLA Early Care & Education.
What is 'TOKKI JIB' in the context of the script?
-'TOKKI JIB' is a Korean phrase mentioned in the script, but the exact meaning is not provided within the transcript.
How did Teacher Yvette help Soyul feel more comfortable with speaking English?
-Teacher Yvette helped Soyul feel more comfortable by making her feel understood, giving her words to express herself, and building a relationship with her.
What song did Soyul and the other children sing together in the script?
-Soyul and the other children sang 'Itsy Bitsy Spider' together in the script.
What is the significance of the rain stick in the script?
-The rain stick is used as a teaching tool to help children understand the concept of sound and to differentiate between similar objects.
How many languages are represented in Soyul's classroom according to Moises Roman?
-There are as many as 14 languages represented in Soyul's classroom.
What is the teacher-student ratio in Group 3, Soyul's classroom?
-The teacher-student ratio in Group 3 is 1:6.
What activity does Soyul invite Laura to join her in doing?
-Soyul invites Laura to join her in building sand castles.
How does Teacher Yvette communicate milestones in Soyul's language development to her parents?
-Teacher Yvette communicates milestones in Soyul's language development to her parents by informing them about key phrases she has learned and used at school.
Outlines
🌟 Language Acquisition and Classroom Interaction
The first paragraph introduces a young girl named Soyul who enrolled in UCLA Early Care & Education at 2 years and 10 months old. Initially, Soyul spoke only Korean, her home language, but over the course of 14 months, her English proficiency began to develop. The narrative captures various interactions in the classroom where Soyul is seen engaging with her teachers and peers, using both Korean and emerging English skills. The teacher, Yvette, facilitates Soyul's learning through play and conversation, covering topics such as animals, their noises, and body parts. The paragraph emphasizes the importance of language immersion and the natural progression of language acquisition in a supportive environment.
👥 Building Relationships in a Multilingual Classroom
The second paragraph delves into the challenges and strategies of teaching in a multilingual classroom with children from diverse linguistic backgrounds. It highlights the personal experience of the teacher, who was once a Spanish speaker learning in an English-speaking environment. The teacher's empathy for Soyul's situation is evident as she describes strategies to make Soyul feel comfortable, such as affirming her understanding and encouraging her to express herself more. The paragraph also touches on the broader context of the classroom, which includes 22 children speaking up to 14 different languages, emphasizing the richness of cultural and linguistic diversity and the importance of building strong relationships with children and families to support their educational journey.
🤝 Fostering Inclusivity and Communication
This paragraph focuses on the essential role of building relationships with children and families in a diverse classroom setting. It discusses the importance of understanding and accommodating the various languages spoken by the children, which can sometimes be very unique to the area. The narrative includes interactions that promote inclusivity, such as asking children to join in activities like building sand castles and exploring different rain sticks. The teacher's approach to involving children in decision-making and listening to their opinions is showcased, highlighting the development of communication skills and social interaction among the children, regardless of language barriers.
🎭 Celebrating Milestones and Cultural Exchange
The final paragraph showcases the progress of Soyul's language development and the teacher's efforts to communicate milestones to her parents. It illustrates the parents' surprise and delight upon learning that their child is speaking English at school, despite not doing so at home. The teacher reassures the parents about the value of maintaining their home language while also acquiring English. The paragraph also includes a glimpse into Soyul's learning experiences outside of language, such as ballet, and her attempts to count in Korean. The narrative concludes with a reflection on the importance of cultural exchange and the joy of witnessing a child's growth in a multilingual and multicultural environment.
Mindmap
Keywords
💡Language Acquisition
💡Bilingualism
💡Early Care & Education
💡Cultural Diversity
💡Inclusive Education
💡Language Milestone
💡Second Language Learning
💡Communication
💡Play-based Learning
💡Emotional Expression
💡Parent-Teacher Communication
Highlights
Soyul, a young Korean-speaking child, enters UCLA Early Care & Education at 2 years and 10 months, not speaking any English.
Soyul's English language skills gradually emerge over 14 months, showcasing the power of immersion in a supportive educational environment.
The importance of maintaining a child's home language is emphasized, as seen with Soyul continuing to speak Korean.
Teachers use interactive activities and songs to engage children and facilitate language acquisition.
Soyul's shyness and reluctance to speak English are addressed through patient reassurance and encouragement from her teacher.
The teacher's own experience as a Spanish speaker helps her empathize with Soyul's language learning journey.
Diversity in the classroom is celebrated, with up to 14 different languages spoken among 22 children.
Building relationships with children and families is key to supporting their education and care.
Soyul's parents are amazed by her English language development, highlighting the importance of communication between school and home.
The teacher's role in facilitating social interactions among children is demonstrated when encouraging Soyul to invite others to play.
Cultural and linguistic diversity is integrated into classroom activities, enriching the learning experience.
Soyul's ability to express her feelings and thoughts in English is a significant milestone in her language development.
The teacher's creative approach to language learning includes using physical gestures and props to aid understanding.
Parents are actively involved in their child's extracurricular activities, as seen with Soyul's ballet practice at home.
The transcript illustrates the natural progression of language acquisition, from single words to complex phrases and sentences.
The teacher's continuous support and feedback play a crucial role in Soyul's confidence and language development.
Transcripts
Teacher Yvette: ALL RIGHT.
OK. SLIDE DOWN. YOU OK, CHRISTIAN?
OK, GO ON UP...
I'LL MEET YOU ON THE OTHER SIDE.
Moises Roman: SOYUL CAME TO UCLA EARLY CARE & EDUCATION
AT THE AGE OF 2 YEARS, 10 MONTHS.
SHE CAME NOT SPEAKING ANY ENGLISH.
AND SHE CAME SPEAKING HER HOME LANGUAGE OF KOREAN,
WHICH SHE USED FREELY WITH THE TEACHERS AND STAFF.
DURING THE 14 MONTHS THAT FOLLOWED,
WE COULD SEE THAT HER ENGLISH WAS EMERGING OVER TIME.
[SOYUL SPEAKS KOREAN]
WHAT IS IT?
[SPEAKS KOREAN]
IS IT A COOKIE?
"TOKKI JIB"?
TOKKI JIB. WHAT'S "TOKKI JIB"?
IS IT STRUCTURE?
IS THIS "TOKKI JIB"?
"TOKKI JIB"?
[KIDS CHATTERING]
"TOKKI JIB"?
WHICH ONE?
HOW ABOUT...
[SPEAKS KOREAN]
"TOKKI JIB"?
YOU WHAT? WHAT IS IT?
TOGETHER?
WHAT'S THIS, SOYUL?
CAN YOU USE IT FOR TOKKI JIB?
[SOYUL SPEAKS KOREAN]
WHAT IS IT?
Yvette: "HEARING NOISES."
"ANIMALS HAVE EARS."
DO YOU HAVE EARS?
WHERE'S YOUR EAR?
WHERE'S YOUR EAR?
DO YOU HAVE EARS?
YEAH? THEY COME IN ALL SHAPES AND SIZES.
THIS DOG HAS FLOPPY EARS.
"ANIMAL NOISES."
WHAT'S THIS SAY?
A PUPPY. "WOOF! WOOF! WOOF!"
A PUPPY SAYS, "WOOF! WOOF! WOOF!"
THAT'S RIGHT, TAYLOR. THANK YOU.
OH! LOOK AT THIS ONE.
BIRD. BIRD SAYS, "TWEET. TWEET.
TWEET. TWEET."
CAT. CAT SAYS...
WHAT DOES CAT SAY, SOYUL?
CAT SAYS, "RUFF RUFF"?
OR "MEOW"?
CAT SAYS, "MEOW."
Yvette: CAREFUL.
DO YOU NEED HELP?
[INDISTINCT]
HELP.
JUST LIKE...
GOOD IDEA. MOVE YOUR LEG OVER.
SHOULD WE WATCH THE SHOW?
ARE YOU HAVING A SHOW OVER THERE?
YEAH.
[INDISTINCT CHATTER]
Girl: IT'S A SHOW.
OH. ARE YOU FEELING MY FINGER?
CAN YOU SAY, "CAN I FEEL"?
LOOK AT ME. OVER HERE.
CAN I FEEL YOUR FINGER?
YEAH? YOUR THUMB.
MY THUMB.
SHALL WE SING A SONG?
♪ WHERE IS THUMBKIN? ♪
♪ WHERE IS THUMBKIN? ♪
♪ "HERE I AM" ♪
♪ "HERE I AM" ♪
♪ "HOW ARE YOU TODAY, SIR?" ♪
♪ "VERY WELL, I THANK YOU" ♪
♪ RUN AWAY ♪
♪ RUN AWAY ♪
WHO'S NEXT? READY?
AH!
♪ WHERE IS RING MAN? ♪
♪ WHERE IS RING MAN? ♪
♪ "HERE I AM" ♪
THIS ONE. THERE IT IS.
♪ "HERE I AM" ♪
♪ "HOW ARE YOU TODAY, SIR?" ♪
♪ "VERY WELL, I THANK YOU" ♪
THERE HE IS.
HELP?
UNDERNEATH PINKIE. PUT PINKIE UNDERNEATH.
THERE YOU GO.
♪ RUN AWAY ♪
♪ RUN AWAY ♪
WHO'S NEXT?
WHAT IS THIS?
PINKIE.
PINKIE.
CAN YOU SAY PINKIE?
NO?
[INDISTINCT].
OH, "HELP." OK. SAY IT LOUDER.
READY? YOU'RE GOING TO GO LIKE THIS.
SO LOOK AT MY FINGER.
PUT THESE DOWN.
GOOD. PUT OUR THUMB--
OH! YOU GOT IT.
GOOD. HOLD IT UP.
♪ "HERE I AM" ♪
♪ "HERE I AM" ♪
[HUMMING]
♪ "HOW ARE YOU TODAY, SIR?" ♪
♪ "VERY WELL, I THANK YOU" ♪
♪ RUN AWAY ♪
♪ RUN AWAY ♪
♪ WHERE IS FAMILY? ♪
♪ WHERE IS FAMILY? ♪
♪ "HERE WE ARE" ♪
♪ "HERE WE ARE" ♪
♪ "HOW ARE YOU TODAY, SIR?" ♪
♪ "VERY WELL, I THANK YOU" ♪
♪ RUN AWAY ♪
♪ RUN AWAY ♪
GOOD JOB! HIGH FIVE.
GOOD JOB. WHAT OTHER SONGS?
I THINK IT'S JUST IMPORTANT.
IT'S NOT ABOUT--I MEAN, I WAS A SPANISH SPEAKER
WHEN I CAME HERE AND STARTED GOING TO SCHOOL,
LIKE PRESCHOOL, AND MY TEACHER DIDN'T KNOW SPANISH.
AND MY FIRST LANGUAGE WAS SPANISH,
AND ALL SHE SPOKE WAS ENGLISH.
I HAD AN OLDER SISTER WHO SPOKE ENGLISH,
SO I KIND OF UNDERSTOOD.
BUT I WAS SO SHY THAT I WAS JUST LIKE,
"I DON'T KNOW HOW TO SPEAK IN ENGLISH PROPERLY."
AND I THINK THAT'S WHAT SOYUL FELT LIKE.
SHE DIDN'T FEEL COMFORTABLE.
"AM I SAYING IT RIGHT?"
KIND OF LIKE ME--LEARNING KOREAN FOR HER.
LIKE, AM I SAYING IT RIGHT?
SHE WASN'T SURE IF SHE WAS SAYING RIGHT.
SHE WAS OFTEN VERY RESERVED, SHY,
CONSTANTLY TOUCHING MY FINGER.
BUT I WOULD JUST MAKE HER FEEL MORE COMFORTABLE BY
GIVING HER THE WORD, LIKE, "OH, MY NAIL?
"YOU LIKE MY NAIL?"
SHE WOULD NOD YES. I SAID, "YOU DO LIKE MY NAIL,"
AND KIND OF REASSURE HER THAT,
"YES, I UNDERSTAND YOU,"
BECAUSE I FELT LIKE IF I GAVE HER A LITTLE BIT,
SHE'LL BE ABLE TO SAY, "YES, YOU UNDERSTAND."
SHE'LL BE ABLE TO GIVE ME MORE AND MORE.
AND THAT'S WHAT'S KIND OF BUILT THE RELATIONSHIP.
[CHILD LAUGHS]
[INDISTINCT CHATTER]
[SOYUL NAMES CHILDREN WHO ARE HER FRIENDS]
OK?
Soyul and boy: ♪ ITSY BITSY SPIDER ♪
♪ WENT UP--WATERSPOUT ♪
♪ DOWN CAME THE RAIN ♪
♪ AND WASHED THE SPIDER OUT ♪
♪ ITSY BITSY SPIDER... ♪
♪ UP THE WATER AGAIN ♪
YAY!
NO, NO.
♪ ITSY BITSY SPIDER ♪
♪ WENT UP THE WATERSPOUT ♪
♪ DOWN CAME THE SUN ♪
♪ AND DRIED UP ALL THE RAIN ♪
♪ AND THE ITSY BITSY SPIDER... ♪
[SOYUL SPEAKS KOREAN]
Yvette: WHAT DOES THAT MEAN?
I DON'T KNOW KOREAN. WHAT ARE YOU SAYING?
WHAT IS SHE SAYING?
[CHILD SPEAKING INDISTINCTLY]
WHAT IS IT?
Boy: I DON'T KNOW.
YOU DON'T KNOW WHAT SHE'S SAYING?
I DON'T KNOW.
YOU DON'T KNOW?
YEAH!
ARE THOSE KOREAN WORDS?
KOREAN.
WERE YOU SPEAKING IN KOREAN RIGHT NOW?
YEAH.
OH!
I DIDN'T KNOW WHAT YOU SAID.
[CHILDREN SPEAK KOREAN]
Moises Roman: IN GROUP 3, WHICH IS SOYUL'S CLASSROOM,
WE HAVE 22 CHILDREN.
IT IS A RATIO OF 1:6 WITH THE TEACHERS.
AND WITHIN THAT CONTEXT OF THOSE 22 CHILDREN,
WE HAVE AS MANY AS 14 LANGUAGES
IN THE CLASSROOM.
WE HAVE LANGUAGES FROM ALL OVER THE WORLD--
FROM AFRICA, FROM EASTERN EUROPE,
FROM LATIN AMERICA.
WE HAVE LANGUAGES THAT SOMETIMES ONLY A FEW
PEOPLE IN THIS AREA SPEAK.
SO THEY'RE VERY DIVERSE LANGUAGES
THAT MAKE IT A VERY DIVERSE CULTURE.
AND IN THAT CONTEXT, IT BECOMES SO ESSENTIAL
FOR US TO BUILD RELATIONSHIPS WITH CHILDREN
AND FAMILIES BECAUSE IT IS SOMETHING
THAT'S GOING TO STRENGTHEN THE BOND
BETWEEN THE TEACHER AND THE CHILD AND THE PARENTS.
IT'S SO ESSENTIAL FOR THAT BOND TO EXIST
IF WE'RE ACTUALLY GOING TO MOVE FORWARD
AND BUILD ON THEIR EDUCATION,
BUILD ON THEIR CARE-GIVING PROCESS,
BUILD ON ALL THE THINGS
THAT THEY'RE GOING TO LEARN AT SCHOOL.
Yvette: SAND CASTLES?
WE CAN MAKE SAND CASTLES.
I MAKE SAND CASTLE!
DID YOU WANT TO ASK SOMEBODY IF THEY WANT
TO MAKE A SAND CASTLE?
YEAH.
WHO DO YOU WANT TO ASK?
DORA.
ASK DORA.
DORA, I MAKE SAND CASTLE.
YOU CAN ASK, "DO YOU WANT TO JOIN ME?"
DO YOU WANT TO JOIN ME?
NO.
NOT READY?
LAURA!
LAURA, I THINK SHE'S ASKING YOU A QUESTION.
I MAKE SAND--C--CAST--
OH, LAURA, SHE'S ASKING A QUESTION.
COME ON OVER.
COME ON OVER, LAURA.
WE NEED TO LISTEN.
SHE'S TRYING TO ASK YOU A QUESTION.
SOYUL, WHAT DID YOU WANT TO ASK LAURA?
"DO YOU WANT TO BUILD SAND CASTLES WITH ME?"
ASK LAURA.
LAURA, I'M MAKING--KING--
CAST--
SAND CASTLES.
"DO YOU WANT TO JOIN ME?"
YOU WANT TO JOIN ME?
DO YOU WANT TO JOIN HER IN MAKING SAND CASTLES?
OK. WELL, LET'S GET YOUR BUCKET
SO THAT YOU CAN BUILD TOGETHER.
GOOD USING YOUR WORDS, SOYUL.
YOU AND LAURA CAN WORK TOGETHER.
I'M MAKING THE CLOCK.
HEE HEE!
I'M MAKING THE AIRPLANE THING.
I'M MAKING AIRPLANE.
HEE HEE!
THIS IS THE AIRPLANE.
I'M MAKING THE...
CAST--SAND CASTLE.
I'M MAKING A SAND CASTLE, TOO.
Teacher: SO IN SPANISH...
[TEACHER AND CHILDREN COUNT IN SPANISH]
[TEACHER AND CHILDREN SING IN SPANISH]
TODAY WE'RE GOING TO LISTEN TO THE SOUND
OF OUR RAIN STICK.
LET'S LISTEN. SHAKE OUR RAIN STICKS.
[BRUSH-LIKE NOISE]
WHAT DOES IT SOUND LIKE?
RAIN.
LIKE RAIN.
RAIN STICK!
DOES IT SOUND LIKE SOMETHING BIG OR SMALL?
SMALL.
SMALL.
SOMETHING SMALL INSIDE. LET'S DO IT SLOWLY. READY?
NO, IT'S SAND.
IT'S SAND. YOU'RE RIGHT.
IN OUR RAIN STICK, WE PUT SAND, REMEMBER?
WE PUT SAND IN OUR RAIN STICK.
BUT TODAY, I HAVE A DIFFERENT RAIN STICK.
CAN YOU LISTEN?
[RATTLING]
DOES IT SOUND THE SAME LIKE YOURS?
NO.
IT MAY SOUND DIFFERENT.
SO MY QUESTION FOR YOU TODAY IS,
DO THEY SOUND THE SAME OR DO THEY SOUND DIFFERENT?
LAURA, DOES IT SOUND THE SAME OR DIFFERENT?
THE SAME.
SAME?
WHAT DO YOU THINK?
SHAKE IT.
SAME OR DIFFERENT?
THE SAME.
"SAME." OK. LET'S PASS IT TO SOYUL.
SOYUL, DOES YOURS SOUND THE SAME OR DIFFERENT?
[RATTLE AND BRUSH-LIKE SOUNDS]
WHAT DO YOU THINK?
GO GET YOUR RAIN STICK...
UM...
SAME OR DIFFERENT?
DIFFERENT.
DIFFERENT. GOOD. CAN YOU PASS IT TO CHRISTIAN?
LET'S SEE.
[SOYUL SINGING]
SOYUL, SHH. OK, LET'S SEE.
SO CORDELIA SAYS THAT THEY SOUND DIFFERENT.
LAURA SAYS THEY SOUND THE SAME.
SOYUL SAYS DIFFERENT.
ERIC. ERIC, LISTEN.
CHRISTIAN SAYS THEY SOUND DIFFERENT.
CALEB SAYS THEY SOUND DIFFERENT.
DORA SAYS THE SAME.
AND SHAYWA SAYS THEY SOUND DIFFERENT.
SO A FEW FRIENDS THINK THINK THEY SOUND THE SAME.
AND A LOT OF FRIENDS THINK IT'S DIFFERENT.
IT'S HERE.
HERE.
Yvette: THERE'S A SPIDER?
SPIDER HOUSE!
OH, IT'S A SPIDER HOUSE?
YOU KNOW WHAT A SPIDER HOUSE IS CALLED?
IT'S CALLED A SPIDER WEB.
WEB...
SPIDER WEB. OH! STOP. GO BACK.
SPIDER WEB. IT'S SPIDER WEB!
IT'S SPIDER WEB.
THIS IS A SPIDER WEB.
A SPIDER MAKES A HOME.
HE USES A THREAD, AND HE MAKES A WEB.
WHERE IS THE SPIDER?
I KNOW...
[INDISTINCT].
IS IT SOMEWHERE IN THE PLANT
OR IN THE TIRE?
NO. NO. INSIDE HERE.
INSIDE THERE?
MM-HMM.
WHAT'S HE...
WHO IS IT?
WHERE'S SPIDER?
I DON'T KNOW. IT COULD BE ANY SPIDER...
Girl: I FOUND IT.
YOU THINK HE'S HERE.
♪ CHILDREN, CHILDREN ♪
♪ WHAT DO YOU SEE? ♪
♪ I SEE A-- ♪
BROWN BEAR AND RED BIRD
AND YELLOW DUCK AND BLUE HORSE
AND GREEN FROG AND PURPLE CAT
AND WHITE DOG
AND BLACK SHEEP AND GOLDFISH
AND TEACHER!
THAT'S RIGHT! GOOD JOB.
YOU READ THAT WHOLE BOOK TO ME.
I BRIEFLY LET THE PARENTS KNOW
WHEN I SEE A MILESTONE IN HER LANGUAGE.
AND IF SHE'S DEVELOPING KEY PHRASES,
I'LL TELL THE PARENTS, "THIS IS WHAT SHE SAID TODAY."
AND THEY WERE AMAZED BECAUSE THEY WERE LIKE,
"SHE SPEAKS ENGLISH?"
AND I SAID, "YES, AT SCHOOL."
AND THEY WERE LIKE,
"SHE DOESN'T SPEAK ENGLISH AT HOME."
I SAID, "THAT'S BECAUSE YOU HAVE KOREAN AT HOME.
AND SHE SHOULD KEEP THAT, BUT AT SCHOOL, SHE'S ABLE
TO CALL HER FRIEND OVER
AND SAY, "I DON'T LIKE IT WHEN YOU..."
SOMETHING, SOMETHING ELSE--
OR, "STOP. YOU'RE HURTING ME."
SHE'S ABLE TO ADDRESS THOSE FEELINGS.
AND THAT WAS THEIR RESERVATION, WAS,
"HOW IS SHE GOING TO EXPRESS HERSELF?
"HOW IS SHE GOING TO TELL THE CHILDREN,"
'I DON'T LIKE IT'"?
AND I SAID, "SHE HAS THAT NOW.
SHE'S DEVELOPED THAT."
AND THEY WERE JUST IMPRESSED AND REALLY GRATEFUL.
THEY WERE LIKE, "WOW!"
AND THEN THEY ASK HER IN ENGLISH.
AND SHE'LL RESPOND IN KOREAN
BECAUSE SHE KNOWS WITH MOM AND DAD,
MOM AND DAD DON'T SPEAK ENGLISH.
"THEY MAY ASK, BUT I'M GOING
TO RESPOND TO THEM IN KOREAN."
Soyul: 7, 8, 9, 10, 11, 12.
12. REMEMBER, I'M TRYING TO LEARN
HOW TO COUNT IT IN KOREAN.
CAN YOU HELP ME SLOWLY?
HOW DO YOU SAY THIS ONE?
[CHILDREN COUNT IN KOREAN]
OH! WHAT'S THE LAST ONE?
[SOYUL SAYS NUMBER IN KOREAN]
Moises Roman: CAN YOU TELL ME
WHAT GROUP FOUR IS STUDYING?
Soyul: BALLET.
WHAT'S BALLET?
IT'S A KIND OF MOVEMENT.
IT'S A KIND OF MOVEMENT?
SO CAN YOU TELL ME SOMETHING ELSE
YOU LEARNED IN BALLET?
PUT YOUR LEG UP ON...
UP THIS WAY.
AND WHY DO YOU NEED TO PUT YOUR LEG UP THIS WAY?
AND THAT BACK WAY.
AND THE BACK WAY?
SO ONE LEG GOES FORWARD AND ONE GOES...?
BACK.
BACK?
YEAH. MY MOMMY HELPED ME,
AND MY DADDY HOLD IT.
REALLY?
YEAH.
IT'S HARD.
YEAH.
SO THAT'S WHY YOUR MOM AND DAD NEEDED TO HELP YOU?
YEAH.
ARE YOU PRACTICING AT HOME?
OH. DO YOU HAVE ANY SPECIAL THINGS YOU WEAR
FOR BALLET?
WHAT DO YOU WEAR FOR BALLET?
UM, BALLET...
BALLET CLOTHES.
BALLET CLOTHES. WHAT DOES IT LOOK LIKE?
PINK.
IT'S PINK?
YEAH.
WE HAVE PINK TREASURE.
AND PINK TREASURES, TOO.
AND THEN PINK FLOWERS.
PINK FLOWERS. WHAT ELSE DO YOU WEAR FOR BALLET?
AND NOTHING--
AND THEN BALLET SHOES.
BALLET SHOES.
WHY DO YOU NEED SPECIAL SHOES FOR BALLET?
BALLET SHOES.
WHY DO YOU NEED BALLET SHOES?
BECAUSE YOU HAVE TO DANCE.
YOU HAVE TO DANCE? OH!
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