Transcript of the Youth Violence Debate in the English I Lesson 1

Transcript of the Youth Violence Debate

1T: [] with all the news coverage recently related to this theme/ we decided to
explore some of the isses related to it// as most of yo already !now/ an
awfl tragedy happened a few wee!s ago in "olorado/ where two eighteen
year old #oys/ shot and !illed fifteen classmates/ in their rral high school//
not long after this massacre/ another stdent in "anada/ shot two classmates/
!illing one/ and severely in$ring another// why are these tragedies happening
today/ in or society%// what ma!es the yoth of today so violent%// to discss
these isses/ we have invited/ some/ spea!ers/ to offer their views/
concerning these isses// first we have &arta// &arta is a representative of the
parent association// she's going to discss today/ her views/ and the parents
views/ concerning yoth violence// next to &arta we have Elisa#ete//
Elisa#ete represents the stdent association// Elisa#ete is a stdent in a high
school here in the (nited )tates// she's going to tell s/ what the stdents
thin! a#ot yoth violence// next we have "atia// "atia is a government
official// she's going to discss/ what the government/ proposes/ in terms of/
yoth violence/ and ending yoth violence// next we have "ladia// "ladia
is a manfactrer of gns// she owns one of the largest companies/ in the
(nited )tates/ that ma!es gns// she will also offer her contri#tions/ to this
de#ate// finally we have *ida// *ida is the president of the gn owners of
+merica association// she/ li!e others in her association/ own gns/ and feel it
is important in or society to own gns// these gests/ each one will
represent/ their sitation/ their isses/ after each one represents/ what each
one has to say// there will #e a de#ate/ amongst the five people we have
today/ once the de#ate has finished/ it will #e opened to discssion/ and any
of yo who have any ,estions/ to as! or gest spea!ers/ may do so at the
appropriate time// so if yo wold li!e yo can ta!e notes/ so that if yo
wold li!e/ yo cold as! any one of or gest spea!ers/ to clarify any do#ts
yo may have/ or any contri#tions yo may have for the de#ate// o!/ shall
we #egin%// &arta%//
-&: ahm/ I represent the parent association// and after a renion// we have come
to the following agreement// or society is a materialistic society// s parents/
spend/ hm/ each time/ more and more time/ at wor!// we wor!/ over time/
practically everyday// hm/ when we are pregnant/ s women/ hm/ we have
or #a#ies/ we still wor!/ to li!e the six/ or seven months// and we have the
#a#y/ and/ after having the #a#y/ practically/ seven months afterwards/ we
psh them over to or/ grand/ to or mothers// they go after to their
grandparents// and/ hm/ tal!ing to/ several/ !indergarten teachers/ they told
me that/ most parents/ hm/ send their/ !ids with two/ hm/ with two years
old/ to school right away// so we practically don't have any commnication/
with or !ids/ so/ they start/ li!e a professional life/ themselves/ too early/
hm/ so/ we #elieve that's the main reason/ why there is so mch violence/
case we don't give them/ althogh we have a good $o# and all/ we give them
all the material they need/ #t we don't give them/ hm/ the love/ and care/
that we had/ hm/ there's also the pro#lem that/ hm/ once parents are/ in a
way independent/ hm/ there are/ disagreements #etween them/ and / they see
different violence at home/ that can case/ tramas/ and than the parents/ can
divorce/ and that can case #igger pro#lems/ case the mother can't/ in a
way/ edcate/ in a / a/ a/ forci#ly manner/ the !id/ case than he'll rn away
to the father/ and the father/ can't do the same/ so yo got here li!e/ a
Transcript of the Youth Violence Debate in the English I Lesson -
pro#lem/ hm/ that's or main reason/ the family/ we #elieve/ me/ hm/ s
parents/ we #elieve that the main edcation shold #e at home// and
nfortnately in or days this is not #eing done// another reason/ is/ hm/ the
media/ #ecase of s/ not giving the needed attention to or !ids/ they/ $st/
sht themselves/ in front of the televisions// and/ hm// they see movies/ they
go ot to movies/ they $st/ and I #elieve that// one of the good/ one of the
#ad pro#lems/ is that once we don't give them the attention they need/ they
start forming grops/ where they feel sited/ they feel/ nderstanded/ they
feel home// and I gess that// those grops/ well in a way they ma!e them feel
good/ #t it's/ sometimes they give them #ad inflence// and/ hm/ one third/
hm/ idea/ hm was the availa#ility of gns// hm/ which I read/ hm/ in the
papers/ and they said that/ it had never #een/ hm/ so controlled/ the trth is
that/ for as mch control as it is/ there is always/ someone will get to them/
even if they have to/ I don't !now / .I/01
2T: than! yo very mch// &arta// next we will hear Elisa#ete/ who is/ a
representative of the stdent association//
3E: hm/ I wold $st li!e to/ hm / the stdents association/ of a northern school/
here in the ()// and/ hm/ we / we had/ a long meeting on this isse/ #ecase
we thin!/ it's very complex/ and / hm/ and it/ has varios cases// hm/ we
thin! that/ it/ hm/ has/ hm/ psychological pro#lems/ emotional dis/
distr#s/ as my/ hm/ as the representative of the parent association said/
hm/ family pro#lems/ homes that are/ hm/ destrcted// and / hm/ eccetra /
it has/ a case/ that is/ hm/ that is the new media/ video games/ T4/ where
violence is/ hm// is shown to s/ as thrilling/ exciting/ the natral #orn !iller
is seen as a hero// and/ hm/ thin!/ that we/ stdents/ at or age/ with all the
emotional pro#lems/ that we face/ and/ hm/ hm/ we/ we are/ hm/
5laghter from the stdents who's spea!ing6 excse me/ hm/ hm// the/ the/
this images/ get .I/01 of s and can do s harm// #ecase/ we are not yet/
a#le to see/ what is #ehind all that// the/ hm/ what's #ehind/ hm/ all the
media/ the newspaper/ the/ hm/ we only see/ one part of the story// focsing/
the/ hm/ I don't !now/ hm// a politician/ for instances/ from one side/ to
give that/ that/ hm / #ad aspects// we thin!/ that/ hm drgs and alcohol/ are
really important/ hm/ #ecase/ hm/ drgs/ hm/ alcohol/ hm/ it ma!es s
thin! less/ we are/ hm/ it may impair or $dgement/ and/ it/ cases
pro#lems/ the gangs/ the money/ also involved/ it's a very complex sitation//
also/ the reada#ility of gns/ hm/ in or schools/ I thin!/ everyone in or
school !nows one/ hm/ one person/ or another/ who/ hm/ carries a gn/ we
thin! that's the case/ in or schools/ in or school/ we are trying to arrange
some soltions/ #t/ hm/ we are arranging some meetings/ with/ hm/ with
the parents/ with the stdents/ that have the same pro#lems/ and who are drg
addicts or alcohol addicts/ hm/ who/ who/ are part of gangs/ and we// we
are/ we have psychologists to tal! with s/ and consellors/ and the stdents
can go to them//
7T: o!// than! yo very mch// next we have/ someone representing/ or
government/ and "atia/ will discss some isses pertaining to the
government//
8"a: I represent the government official/ and as far as I'm concerned/ it is very
difficlt to satisfy the gn owners/ parents/ stdents/ at the same time// for
this reasons/ I have come to some soltion/ that cold pro#a#ly satisfy all of
them// hm/ some soltion to end this pro#lem and this type of violence/ that
is happening in or schools and in or world// hm/ some measres that I
thin!/ hm/ shold #e followed/ that gns/ shold only #e allowed/ to people
over twenty9one// I #elieve that parents/ shold also give more attention/ to
their childrens/ and to tal! with them/ in order/ to see their #ehavior/ and to/
to prevent this type of violence// I/ I also #elieve that/ consellors shold
Transcript of the Youth Violence Debate in the English I Lesson 2
exist/ in all schools// to prevent/ and to alert stdents a#ot violence/ a#ot
school violence// I also #elieve that stdents/ shold help/ and respect each
other/ in order/ in order to help/ and to prevent this type of violence// hm/
dring this de#ate/ I'm going to/ hm/ present another soltions/ and another
measres/ to/ to try to end this violence in or world//
:T: o!// than! yo very mch// next we have// a owner of one of the largest
companies in the (nited )tates/ who manfactres gns// and/ "ladia/ cold
yo please/ give s yor ideas on this topic//
;"l: I represent the manfactrer of gns/ I will start to say the cases/ that
someone/ hrt someone else or even him or herself// and some people se
violence to release their feelings of anger or frstration// #ecase/ they thin!/
there's no answer to their pro#lems/ that expresses their oter emotions/ or to
retaliate against those who have hrt them// and going #ac! to the "olorado
sitation/ hm/ we heard say/ they said that/ this is all acting/ #ecase some
of yo were mean to s last year// or #ecase they feel isolated or frightened//
they need more attention// or to earn respect/ #t this isn't tre #ecase
people/ who/ who act violently/ don't earn respect// and/ there are so many
factors that contri#te to school violence/ that gns seems harmless/ and one
of factors is the lac! of parent spervision at home// children in the ()+/
spend more time watching television than going to schools/ and what children
watch/ inclding cartoons/ is nspervised/ and mch of it is filled with scene
after scene/ of adltery/ sex and violence// the other factor is lac! of family
involvement in school// parents wor!ing otside the home// it's difficlt for
school officials to contact the parents// the lac! of school spervision// in the
constittion of the state of "olorado/ article nine one/ it says / spervision of
schools/ so trning #ac! to the "olorado sitation/ how cold the principal of
the school/ how cold he/ how does he/ how was he not aware of the sitation
of the gang/ the trench coat &afia// the other factor is the exposre to
violence in the mass media// the internet/ the compter games/ and the violent
movies// the isolation of the adlts from the teens// adlts are spending less
time with children/ and to me/ as adlts are not paying attention to the signs/
they're $st feeling isolated/ and from society// teachers and other adlts/
pretend not to see it/ #ecase they're afraid to tell !ids to stop/ and some
teachers/ doesn't leave/ in the/ hm/ the !id's environment / and so/ they
don't !now/ what the !ids' life is li!e/ after school// peer pressre// the
presence of the gangs or mem#ership/ this is the fastest growing/ and one of
the most distr#ing case/ of acts of violence/ among yoth/ whether in
school or ot// drgs and alcohol// people have a reaction time/ inhi#ition/
they don't thin! it's mch/ and the violence .I/01// the #ias/ the acts of
violence related to race/ or religion// and/ in/ the () schools/ racism and
violence are rising/ stdents are hearing a#ot/ racially or religiosly
motivated comptations// this is distr#ing in light of the fact/ that/ diversity
in +merica is rapidly increasing// the only reason that contri#tes to violence/
is that the two shooters of "olorado/ were fans of / heavy metal/ indstrial
msic and the gothic loo!/ as well as &arilyn &anson msic// the domestic
violence// children witnessing violence at home/ certain types of parenting/
ma!es children violent in schools/ they do not have to do what teachers say/
or if someone tries to get something from them/ or inslts them/ the shold
fight #ac!/ children who #ehave violently are themselves/ victim of another
type of violence/ the innocence of adolescence is that !ids copy each other//
one day yo have one !id in camoflage/ and the next day they all will #e
wearing camoflage// almost all of the children share their homes with gns//
they live in homes where the gn is loaded and nloc!ed// gns save lives/
even in schools/ in Israel/ for example/ teachers and parents are armed at all
times/ on schools/ and therefore/ terrorism attac!s is almost <ero/ violent
Transcript of the Youth Violence Debate in the English I Lesson 3
crime has fallen in those regions/ and that's #ecase they made it legal to
carry firearms// in the second amendment of the "onstittion of the (nited
)tates of +merica/ says/ a well formed militia #eing necessary to the secrity/
of the free state/ the right of the people to #ear arms/ shold not #e infringed//
are the gns the pro#lem or or society%// were yo ever forced to se a
firearm to protect yo/ yor family/ or to stop a crime from #eing
committed%// school violence is a cancer that may case the very harm of or
society and cltre// and how shold the parents teach and secre children%//
I will try to explain also the effects of tighter gn control//
=T: o!/ than! yo very mch// now we're going to hear or last gest
spea!er// the president of the gn owners of +merica// *ida%//
1>*: hm/ we all heard/ hm/ what or friends here said/ that *(/) are the
pro#lem of so mch violence/ that's not tre// hm/ gns/ can save or
lives// so/ we/ we the gn owners of +merica/ after/ tal!ing with each
others/ hm/ have reached some reasons/ why shold everyone/
everyone wear a gn// first of all/ to defend orselves from other !inds
of gns// li!e !nives/ if someone pointed to yo a !nife/ how wold
yo defend yorself%// with yor hands%// it's !ind of difficlt//
secondly/ it's on the constittion that every#ody is allowed to have a
gn// secondly we thin! gns shold #e/ legalised/ especially for
hnting and sports// li!e/ hm/ the ?lympic games// and/ hm gns/
li!e I said #efore can protect s/ from s/ orselves/ and other/ and
protect orselves and other persons// li!e/ hm/ li!e some years ago/ in
a school/ the/ hm/ someone tried to !ill stdents/ and they actally
!illed two stdents/ and the teacher was carrying a gn/ in her prse/
and it was not allowed to carry gns in schools/ #t/ hm/ if she hadn't
had the gn/ she woldn't have saved/ the rest of the other stdents/
#ecase she/ shooted/ hm / the man who actally had already !illed
the stdents/ saving the lives of the other ones// we actally/ thin! that/
gns can defend orselves from/ invasions or ro##eries// and/ hm/ it/
it can teach s/ for example/ to carry weapons in a place/ to give them
respect from the teenagers/ they wold respect them more/ and also/
stri!e fear/ into this/ $venile ram#os/ as my friend here said/ the
manfactrer of +merica/ it helps to drop terrorist attac!s to <ero in
Israel/ so/ it can wor!/ in other contries// and last of all/ we thin! that
the +merican gn cltre/ is not responsi#le for the "olorado's
tragedy// than after/ reaching these argments/ we/ even thoght in
other ways to prevent violence// li!e parents/ shold stay at home/ with
their children/ case they don't !now what is happening in their lives/
they hardly see them// we thin! also/ that there shold #e self9defence
programmes/ to defend orselves from violence/ and ro##eries// and
when wal!ing on the streets// and also/ anti9drg/ anti9gang/ anti9man's
!illing/ #ecase in the net/ yo can see/ very many/ sites/ many/ many
sites/ of !illings/ a#ot !illings/ a#ot how to ma!e a #om#/ and even
games nowadays/ are very violent/ for example 0??&/ and films too/
we thin! that films shold not #e/ in a schedle/ or can let every
children watch/ li!e in or days is/ #t/ hm/ this/ children shold /
wold #e #etween midnight and three ahm/ we already had more
measres/ #t/ hm/ I'll say it more/ hm/ when we are discssing//
11T o!// than! yo// now that each one of yo have presented yor
argments/ we will now open the discssion for a de#ate/ o!%//
Transcript of the Youth Violence Debate in the English I Lesson 7
amongst the five of yo// concerning what was said/ o!%// do yo have
anything to comment/ on/ yor colleages' responses// the de#ate is
now open//
1-E: I wold li!e to say something/ I thin!/ we all here/ are/ hm/ saying
things that/ for example of manfactrers of +merica and gn owners
of +merica/ government officials/ I thin! they are ptting this/ in a
very simplistic way// it isn't that simple/ and for instance/ gns of
+merica say/ that/ gns/ hm// prevent !illings sometimes// and/ hm/
a teacher/ the fact that a teacher carrying a gn/ hm/ pts respect into
the room// 5I/06 I thin!/ if we/ if we / stdents at or age/ most of
s// hm/ see/ hm/ violence/ as I said/ as a strong/ and if we have an
enemy/ hm/ which is carrying a gn/ most of s live life as if it were a
video game/ a movie/ a video/ ahm/ a game// we are facing an enemy/
we are also carrying a gn/ so/ let's do it/ and/ hm/ #esides/ hm / if
we see the statistics/ hm// the nm#er of/ !illings/ hm/ #y accident/
hm/ with gns/ is a really large pro#lem// we all have responsi#ilities/
and we can start with simple things//
12"a: alright/ I agree with yo #t/ I thin! that some people shold have a
license to carry a gn// hm/ I #elieve that/ hm/ so many people/ who
carry a gn/ to schools/ and the principals/ I thin! they/ hm/ as *ida
said/ I thin! it's necessary/ #ecase they/ #ecase people who wear
gns/ shold prevent/ some/ some/ some attac!s of stdents who/ from
!illing their colleages/ and / hm/ I thin! gns shold #e allowed/ to
some people/ #t/ hm/ over twenty9one years old/ #ecase these
people have more mentality/ and they/ hm #elieve what is right/ and
what's wrong/ #t not for all people// and I thin! that people who carry
a gn withot a license/ hm/ really shold #e forced to pay a fine/ and
this is/ this is 5I/06 and it if this is the second time/ than the persons
shold #e sentenced to a wee! in prison// I also have some measres
that gns and the others shold follow
13T: 5I/T6 #t #efore yo go into that/ I already / I already have a
,estion/ and if anyone else wants to intervene/ go right ahead// yo
said that/ at the age of -1/ they shold #e allowed to #y gns/ I don't
!now if this is a statement or a ,estion/ that I'm going to say next//
#t gns are normally prchased on the #lac! mar!et// and that is not
easy to control/ and I !now that yo said they shold have their
license/ #t reality tells s/ that people carry gns/ regardless if they
have licenses or not/ I thin! it's $st one form of the government/ to/
try to/ patch this sitation with a #and9aid// to ma!e everyone happy/
and not really do anything a#ot these pro#lems/ yo are not giving s
soltions// yo are $st saying things to ma!e everyone happy//
17"a: yes/ #t/ I thin! that the police shold control/ and shold/ hm/ shold
try to/ to see/ the persons that have and the persons that don't have/
case if/ no one has a gn/ ahm/ as yo said/ in the #lac! mar!et/
people shold/ shold/ cold #y a gn/ so if /hm there is no license
from now on/ people in the #lac! mar!et / cold also #y/ and in this
case/ only these people/ shold have a gn/ and only these people who
get !illed/ and no one have/ have nothing to defend themselves//
18T: yes/ a ,estion from the adience//
Transcript of the Youth Violence Debate in the English I Lesson 8
1:)
1
: not really a ,estion/ she said that everyone in school shold have a
gn/ I don't agree with that//
1;"a: 5I/T6 no/ not the stdents// hm/ the principals/ only some/ hm/
mem#ers of the school/ to prevent from/ hm/ .1
1=)
1
: I don't agree/ I thin! the school/ shold #e a safe place/ and if
everyone has a gn/ in the school/ hm/ it's not a good way/ to/ hm/
fight against violence// hm/ for example/ a teacher carrying a gn/ on
her prse/ she might 5I/06
->*: yes/ and when yo say that it imposes fear/ and that's the way it shold
#e/ #ecase / we want yor stdents to have a weapon in yor class/
and sddenly when he gets annoyed/ or something li!e that/ he carries
a gn/ hm/ and he wants to shoot every#ody/ how wold yo/ thin!/
yo wold control a stdent/ who's a re#el in yor class/ withot
carrying a gn%//
-1)
1
: and yor soltion/ is to/ is to shoot them%//
5laghter from the class6
yor soltion/ is to case fear in people/ yo are not giving a good
soltion//
--T: we have someone else who wold li!e to intervene/ from or
adience//
-24: I thin! that teachers shold set the example// and #y not carrying gns/
it shold #e a / gn free contry/ #ecase/ hm/ ma!ing a gn/ is a
profit// and gn manfactrers have a lot of profit from them// #t/
hm/ if it were gn free contry/ if only people/ with maximm
athority/ had access to gns/ and people who's lives were threatened/
having access to gns/ than/ fair enogh/ everything wold #e more
controlled// #t the more/ the more/ every time gns are made// they/
it's li!e yo're/ it's li!e gn manfactrers and gn owners are saying
to a !id/ here have a gn// it's li!e giving them a mo#ile/ and say/ well/
when yo're in distress/ phone me/ it's li!e/ o!/ when yo're in
distress/ shoot them// it's exactly the same thing//
-3*: I thin! it's not/ yo're #laming/ gn owners and manfactrers of gns/
and that's /?T ?(@ A+(LT/ yo loo! at 4I0E? *+&E)/ B?(
L??C +T T4/ B?( L??C +T D(EILI"ITB/ IT') +LF+B)
)G??TI/*/ FE G+4E /??/ it's not or falt/ it's not or falt/ that
they only show this !ind of images/ and never images that can protect
those people/ yo can save lives/ #t they only show the images that
yo can shoot each other/
-74: if no one had gns / than no one wold have reason to fear/
-8"l: I thin! that/ all this easy access to gns/ is de to the constittion/ and/
those/who #elieve it// #ecase/ as I said almost all of the children/
share the homes with the gns// gns that are/ loaded/ and loc!ed/ and I
thin! that people don't !ill people/ gns don't !ill people/ #t people
with gns !ill people// so the pro#lem is on people and not gns//
-:4: to save one life/ yo have to !ill another one/ and there are other
measres yo can se/ to avoid !illing/ other people/ #ecase innocent
people are !illed/ #ecase children don't !now how to se gns// I
mean the gns are in the hose/ and innocent five year olds/ who have/
who gra# hold of a gn/ and pro#a#ly !ill himself/ #ecase he doesn't
!now how to se a gn/ and he pro#a#ly thin!s
Transcript of the Youth Violence Debate in the English I Lesson :
-;"l: 5I/T6 excse me
-=4: 5I/T6innocent people are !illed #ecase of that// manfactrers/ ma!e
gns/ and they don't care where/ gns go/ and who prchases these
gns/ that's the pro#lem/ yo don't care a#ot the conse,ences/ yo
only care a#ot the money //
2>"l: for s/ yes/ #t / we only sell them/
224: 5I/T6 exactly/ the sitation is of profit/ yo don't/ yo don't give a
damn a#ot/ what parents/ let parents #y gns/ let children have gns/
it's a profit for yo/ 5I/0654ictoria and "ladia are #oth tal!ing at
the same time and it's difficlt to nderstand either one of them6$
23T: o!/ can we hear what/ or manfactrer has to say/ a#ot this%//
27"l: I thin! the ()+ is a free state/ so if someone wants to #y a gn/ and if
the constittion/ given them the right/ to !eep and #ear arms/ so/ this is
not/ this is not or pro#lems// there are so many other factors
contri#ting to school violence/ that gns seem/ harmless// #ecase if
we see for example/ the/ hm/ exposre to gns in the mass media/
internet/ how can the 5I/06 / if we don't wor! at home/ we don't see
what they're doing at home/ or care/ how cold we protect or !ids//
for example/ the violent msic/ the peer pressre/ the drgs and
alcohol// all these are factors that contri#te to school violence// the
domestic violence//
284: 5I/T6 that's the root of the pro#lem//
2:"a: o!/ I agree with yo/ #t/ hm the constittion/ wold simply provide/
hm/ people to #y/ hm/ gns/ #ecase it's the law/ that provides
them/ I thin! that this pro#lem/ this pro#lem/ shold/ the measres to
solve this pro#lems/ shold also pass for/ another things/ li!e/ hm/
parents/ consellors/ #ecase the pro#lem/ I #elieve the pro#lems in
gns/ #t also in people/ and I thin! that parents shold / give more
attention to their children// consellors shold exist in all schools/ to
prevent and to learn/ stdents from the types of violence/ and the types
of conflicts// I/ hm/ agree with yo/ that gns sholdn't #e/ sholdn't
#e/ #e/ #oght #y all stdents/ from all ages/ from all places/ #t we /
we coldn't simply for#ide them/ to #y/ #ecase we coldn't control
this//
2;4: #t yo cold restrict gn manfactrers/ hm/ redce the money that
they are getting/
2="a: yes #t
3>T: 5I/T6 o!/ we have another intervention//
31): "ladia/ this is for yo// yo sell gns/ right%// and yo/ said that gns/
is for saving lives/ when do yo sell gns/ do yo thin!/ hm/ well/
this is for saving lives and not !ill// do yo/ do yo care a#ot that%// I
don't thin! so// 5I/06
3-"l: I sell gns/ #t/ I also !now that/ !illing someone/ may save some
others life/ and/ hm// were yo ever forced/ to / to protect yo/ to
protect yor family/ or/ stop a crime from #eing committed%// and
sing a firearm/ there are so many cases/ and/ hm/ if yo are going to
#an gns/ or if yo are going to have tighter control/ may#e once we
have done this/ we might have to consider/ to #an !itchen !nives next/
#ecase a !nife is an arm also/ so what's next%// are we going to pt/
tighter gn control/ in !nives%//
Transcript of the Youth Violence Debate in the English I Lesson ;
32T: hold on/ one second// we have someone who wants to say somethingHH
33&*: why do yo say/ that violence/ msic gives violence%//
37T: who are yo directing the ,estion to%//
38&*: to "ladia
3:"l: why do I #lame msic%// there are some lyrics/ that the yoth listen//
and/ in sch a way/ they persade him or her to get violent// #ecase/
for example/ as I said/ the two shooters of the "olorado sitation/ they
were fans of heavy metal/ indstrial msic/ and the gothic grops/ as
well as &arilyn &ason msic//
3;T: o!/ one second/ we have someone else who wold li!e to say
something/ #ac! here//
3=A: do I seem violent to yo%// do I seem violent%// even yesterday I saw in
tv// that people who listen to heavy metal or #lac! metal/ are satanic/
and are/ violent/ and !ill animals/hm/ I thin!/ I'm/ a person /who
listens to heavy metal / and #lac! metal/ and I'm catholic/ I love
people/ I love animals/ I'm a very pacific person// I $st li!e msic//
the lyrics are/ for stpid people who #elieves in them/ and / hm/ most
of the lyrics are not/ hm/ inciting to violence/ they are a#ot/ hm//
vampirism/ 5she laghs6 and those !inds of things/ the occlt/ the
IocultoI/ and// and that's stpidity/ that people say that/ a person who
listens to heavy metal/ is a !iller// for example//
7>"l: do yo thin! yo have a personality%//
71A: I have personality//
7-"l: do yo thin! yo have tro#le controlling yor feelings%//
72A: what%//
73"l: tro#le controlling yor feelings%//
77A: tro#le%//
78"l: that yo have tro#le controlling yor feelings// that yo need/ to
release feelings/
7:A: 5I/T6 I'm not a cra<y person// heavy metal immerged in the/ 5#oth
Aatima and "ladia #egin to tal! at the same time and neither one
allows the other to have the wordJ thereforeK it's confsing and difficlt
to nderstand either one of them6 no#ody tal!ed a#ot it// yes/ it was
7;"l: 5I/T6 yes/ #t do yo have pro#lems with yor feelings%// we're
tal!ing a#ot !ids/ who are mentally distr#ed// that's what were
tal!ing a#ot//
7=A: and listen to heavy metal%//
5laghter from the class6
I sally go to parties/ and I see normal/ parties/ with normal people/
and/ and/ they/ they start pnching/ and when I go to a heavy metal
concert/ hm/ I don't see any of that/ we are 5I/06/ and we don't do
nothing//
8>"l: and why do they pnch each other%// #ecase of the alcohol/ and
drgs//
81A: yes/ #ecase they are old people/ old people from towns//
8-"l: #ecase they are inhi#ated/ and they have a reaction time/ and/ hm/
violence #egins then//
82T: o!/ we have another person who wants to say something//
83)a: we also drin! alcohol// hm/ and some of s/ not s/ #t/ ta!e drgs/
and they don't !ill anyone// I thin! violence/ we all have something
Transcript of the Youth Violence Debate in the English I Lesson =
violence// hm/ #oyfriend discssion/ having a discssion/ a parent
#eating/ son/ gangs/ television/ we have to teach or children/
difference/ of shold and what shold not do//
87"l: yes/ #t the pro#lem is the parents sending a mixed message to their
children// sometimes they say/ do this and I'll pay yo// and they #ri#e
the !ids/ and when they/ as! the !ids to do something/ they are
srprised/ #ecase they/ they/ want a sm of money/ to do the chores/
of the hose/ for example/ cleaning the #edroom/ everything/ some/ it
has to do with certain types of parenting/ they don't have the a#ilities/
to raise their !ids/ and// the/ the/ negative effects of alcohol/ not
everyone who drin!s alcohol !ills/ #t// people who has/ distr#ed
feelings/ or mentally distr#ed feelings/ or/ tro#le controlling
feelings/ it is more easy for that person to !ill//
88)a: yo give them a gn//
8:"l: no one gives them a gn//
8;)a: where do they #y it%//
8="l: they #y/ or/ they go to the #lac! mar!et/ for example// the two
shooters of the "olorado sitation/ is that they had nmeros weapons
and gns/ and all their classmates !new// and they didn't say anything
to the principal/ for example/ they didn't say it was a weird sitation//
they saw them playing war games/ otside of the school/ and no one
did anything a#ot that//
:>T: o!/ or parent wants to say something//
:1&: I $st wanted to say something to "ladia/ she said that / hm/ that it
has to do with heavy metal msic/ or something li!e that// I wold $st
li!e to say that/ we shold remem#er what president "linton said/ that
we shold/ hm/ learn or children to express their feelings in words/ I
thin! that / that !ind of msic/ is expressing their violence// so if they
didn't have that !ind of msic/ how wold they express themselves%//
!illing%// so/ in a way/ I thin! that's a good thing/ to express
:-T: 5I/T6 I have a ,estion for yo/ as a parent// yo're saying that msic
is a good otlet for the stdents emotions/ #t yor children's
emotions/ #t doesn't the responsi#ility lie in yor hands%// yes/ yo
recognise the pro#lems that exist in the family/ #t yet yo did not
come p with any soltions/ as a parent yorself/ what do yo do in
yor own home%//
:2&: I thin! that/ hm/ we shold sit down with or !ids/ and as! them/
case / I thin!/ as we can see/ that most of this gn shooting/ is in /
hm/ teenage period/ and so/ I thin! we shold sit down/ and as! them
their pro#lems/ which most parents don't do// they don't give them the
needed attention// that's/ I thin!/ and also/ I thin! that's an important
role of the school/ #ecase teachers nowadays are more concerned
a#ot giving the programme/ and $st giving/ giving/ giving the whole
wor!/ and not having discssions li!e this/ a#ot teenagers/ that they
shold #e clarified a#ot//
:3T: yes *ida%//
:7*: we already sense/ that we don't/ we $st care a#ot selling gns/ #t
we/ gn owners have arranged some soltions that cold prevent
violence/ for example/ we already tal!ed a#ot msic/ we don't yo
create cds// with/ hm/ msic that tal!s a#ot how to end violence// or/
Transcript of the Youth Violence Debate in the English I Lesson 1>
hm/ creating films/ cartoons/ tal! shows/ explaining orselves
throgh msic/ throgh dance/ throgh sports// hm/ other !inds/ other
soltions we discssed/ that's another pro#lem/ is radical sports//
yoths li!e it/ why don't they do radical sports// and in some way/ it
wold !eep them away from violence// the parents shold also #e a#le
to spend more time with their children/ and they/ shold tal! with
them// a#ot everything/ and instead of this/ they $st spend/ more
time/ as possi#le away from them/ in their $o#s// and when they see
them/ or when they see them/ they $st say good morning or good
night/ and they don't tal! to them//
:8T: o!/ someone from the #ac! wants to say something//
::+): I thin! violence is in yor #lood/ it doesn't matter the msic yo listen
to/ the movies yo see/ anything/ it's in yor #lood/ everyone has
pro#lems/ everyone has pro#lems controlling their feelings/ #t not
everyone is !illing/ right%//
:;"l: do yo consider yorself a violent person%//
:=+): no/ #t sometimes I feel li!e !illing someone/ #t I don't do it//
;>"l: when yo are down/ or can't control yor feelings what do yo do%//
;1+): I don't !now/ I don't !ill anyone/ sometimes I get really nervos/ #t I
don't !ill anyone/
;-T: o!/ another person from the #ac! here has something to say//
;2A: I will forgive yo for yor ignorance/ #ecase/ heavy metal spea!s
a#ot *od/ and spea!s a#ot fighting against violence//
;3*: 5I/T6 I didn't spo!e a#ot any !ind of msic/ I $st spo!e that some
msic 5 the tape ended and I had to trn it over and lost some *ida's
response6
[] what wold yo do/ when children watch tv/ li!e dragon #all L//
what do yo thin! they will #e tomorrow%//
;7T: o!/ one second/ someone else wants to say something//
;8I0: I have a ten year old son/ he loves dragon #all L/ #t he's very !ind/
and very lovely/ he loves msic/ heavy metal/ he don't nderstand/
what the msic is a#ot/ #t/ he/ when he hears it/ he's not violent/
he's/ #t I thin! when I hear often/ soft and slow msic/ and I don't fall
in love 5the class laghs6/ why/ why/ why heavy metal// when yo go
to a party/ and yo are with yor friends/ and sppose at that party yo
hear heavy metal// do yo thin!/ in that moment yo'll #e violent%//
;:*: may#e/ it depends on/ so many things/ yo may listen to msic and not
#e violent/ yo may watch T4 and not #e violent/ #t/ the parents/ for
example/ shold give the spport to their children/ and the/ hm/ peer
pressre/ and so many other things/ can/ can ta!e them to #e violent /
not only $st msic and T4
;;T: o!/ we have another ,estion/ this one is directed towards%//
;=I" it's not a ,estion #t a comment// for what Aatima say/ I don't thin!
that/ o!/ the metal msic tal!s a#ot *od/ and so on/ #t it gives a
distorted view a#ot *od// I hear/ I hear some msic li!e that/ and I
have a cosin who hears this !ind of msic/ and/ he/ he was a #oy who
loved life/ and/ it seems at the time he hears that !ind of msic/ he/ he
is a different person// he doesn't have an optimistic view a#ot life//
=>A: I've already said/ #lac! metal tal!s a#ot the occlt// and it doesn't
incite violence// and white metal tal!s a#ot *od/ as he is/ a good *od/
Transcript of the Youth Violence Debate in the English I Lesson 11
and *olha*/ the people who plays white metal/ are catholic people/
they tal! a#ot the society/ and they try to stop violence/ they say/
hm/ they want to stop all the #ad things// and if this #oy's views
changed/ it was #ecase of his age/ and #ecase he had no personality/
and listened to the wrong msic/ #ecase there are &arilyn &anson/
li!e I saw on T4/ #t &arilyn &anson is not heavy metal/ it is not
heavy metal// I don't listen to &arilyn &anson/ #ecase they are
really/ really stpid//
5laghter from the class6
=1T: o!/ we have another intervention here//
=-&*: in +merica the msic/ hm/ is very violent/ the msic is rap/ it is not
heavy metal/ it's rap// and/ hm/ and there is on the cd/ something that
the company says/ is that the msic is violent/ hm/ and that it has
some rde words//
=2T: someone else here has something to say//
=3"0 yes/ I have something to say/ I thin! that/ violence is not a pro#lem of
gns/ I thin! the pro#lem / is the psychology of people// people don't /
don't need a gn/ to !ill/ each other/ they feel anger/ they feel frios/
and they do this/ they don't need a gn//
=7T: o!// o!/ I thin! the stdent has something to say//
=8E: yes/ a little while ago/ I thin! that someone said something a#ot
cartoons// I thin! that's a false isse/ #ecase/ the generation #efore
ors/ saw Tom M Nerry/ road rnner/ and they were always exploding
someone// and that's a false isse// here I thin!/ here/ money is very
important// hm/ money is important for parents/ #ecase they have to
wor! to spport the family// and a#ot government/ #ecase in my
school for instance// we have/ to fight a lot of #reacratic #attles to
get a consellor// hm/ a sefl thing/ that every school shold have/
#t some do and they are not very good/ I don't !now where they got
their corse/ and they don't really care/ they're there to earn their
money and nothing else/ it's a money isse/ from the point of the
manfactrers of gns/ #ecase they/ prodce their gns/ I don't / for
instance thin!/ that it's possi#le to have a gn free contry
=:T: yes/ the government official%//
=;"a: I thin! that the msic isn't the most important case of violence/ I
thin! it's the gns/ gns shold /hm/ shold solve their pro#lems in a
,iet way/ I also thin! that parents shold encorage their children to
practise sports and to tal! a#ot their lives/ so that they won't thin!
a#ot these things li!e drgs/ alcohol and violence// I also #elieve that
teachers shold give more attention to their stdents/ and try to/ to see
their pro#lems/ #y trying to solve them
==T: 5I/T6 I'm going to have to interrpt yo here// isn't this the
government washing / yor hands here towards the sitation/ #ecase/
what are yo telling s%// we elected yo/ yo represent s// how are
yo going to stop these sitations%// yo are always saying that it is
someone else's falt// what is the government going to do a#ot this%//
1>>"a: I thin! that/ that we can't end everything// I thin! that the little things
shold #egin #y the parents/ #y the
1>1T: 5I/T6 well/ what incentives are yo going to give them%//
1>-"a: it has to start at home//
Transcript of the Youth Violence Debate in the English I Lesson 1-
1>24: I thin! that/ the pro#lem shold #e solved within// and / this is for the
stdent/ I thin! yo are #eing very hypocritical towards the/ whole
de#ate/ I feel that/ as a stdent/ yo shold also incentive other
stdents/ yo shold create de#ates/ spea! a#ot the pro#lems openly/
case that's/ the #ig pro#lem nowadays/ is the lac! of dialoge// and/ if
people/ don't sort their pro#lems #y tal!ing a#ot them/ and / and
resolving their pro#lems ot alod/ #t in a ,iet manner/ than
o#viosly/ the teenagers are going to #e over emotional and over
violent/ #ecase yo as a stdent/ shold encorage yor fellow
colleages to act/ hm/ in a decent way// yo are the school// the
stdents are the school// yo ma!e the school what it is//
1>3E: I don't thin! yo were listening to my presentation/ #ecase I said at
my school/ we are doing meetings with teachers/ consellors/ and
especially with other stdents/ who have passed from the same
experience/ anyone can go there and spea! of their pro#lems// we are/
we are/ trying to ma!e teachers more open to or pro#lems/ we are
ma!ing/ we are ma!ing/ extra crriclar activities/ sports/ we are
arranging concerts// so we thin! that it's not drgs that ma!es them
cool or spectaclar/ #t we don't have the spport of or government//
1>7T: o!/ someone else has something to say//
1>8N: I $st have a comment// I thin! we are tal!ing too mch/ a#ot the/
hm cases and not a#ot the soltions/ and / hm/ the stdent
association/ pointed to the sitation/ what things can we do to solve the
pro#lems/ and I thin! that's the/ hm/ the point// solving the pro#lem
and not $st saying / #ecase all of them are 5I/06/ the parents say it's
the manfactrers falt/ hm/ the government says that the falt is
from the parents/ and they don't/ they are $st saying this and that//
1>:*: 5I/T6 excse me/ #t I gave several soltions that cold #e done//
1>;N: yes%// what%//
1>=*: nless yo didn't hear it%//
11>N: no/ what%//
111*: more state laws/ parents shold #e with their children/ self defence
programmes/ radical sports
11-N: 5I/T6 I'm totally against that/ #ecase yo are selling gns/ and I'm
totally against that// and that's difficlt for parents/ for the stdents
association to try to control that// there is so mch freedom// hm/ the
free access to #y a gn//
112*: 5I/T6 it's not or falt/ it's in the constittion//
113N: than the constittion is wrong/
117*: o!/ than tell the government to rearrange the laws/ not s//
118T: yes%//
11:+): *ida%// yo say yo give soltions/ #t yo only give soltions for
the parents/ the government// for yorself yo don't give soltions//
right%// yo say the parents shold/ hm/ pay more attention/ and the
government / and yo%// what soltions do yo give%//
11;*: well/ soltions/ #t/ hm/ #t for what/ violence%//
11=+): 5I/06
1->*: if they are alone at home/ they sholdn't #e// !ids sholdn't #e alone in
their hoses//
1-1"l: parents shold have their gns loc!ed// it's their falt//
Transcript of the Youth Violence Debate in the English I Lesson 12
1--&: I heard that many times/ that parents shold do this and that/ I agree/
parents don't do 1>>O/ #t sppose we did/ do what we were sppose
to do// we can't control or !ids -3 hors// and even if we do what s
parents shold do/ yor store is still going to #e open// !ids are still
going to #e a#le to #y gns//
1-2"a: it's easy to #lame me for everything/ #t as I already said/ gns shold
only #e allowed to people with more than -1 years old// another
measre/ is that there shold #e metalK #om# and gn detectors/ and
video cameras/ and cops in school #ildings and also
1-3+l: sometimes that's what stdents want// they want to #ring them #ecase
it's more ris! and they want the thrill//
1-7"a: o!/ what do yo want me to do%//
1-8T: o!/ another person wants to spea!//
1-:I": everything that "atia said/ all that control/ they ma!e things more
attractive// the danger/ to/ to ma!e things that are for#idden/ this
feeling// children li!e that// that's why stdents do these things//
1-;T: we have another person/ who wold li!e to say something//
1-=): yo tal! a#ot gns and violence with gns// #t there are other types
of violence/ do yo thin! that parents can advise the children a#ot
everything%// I don't' thin! the parents can do everything// what shold
we do/ what are yor ideas to prevent violence// I don't see yo doing
anything to prevent gns//
12>T: o!/ someone else has something to say//
121&*: I $st wanted to !now/ if someone here in the class/ has already #een
the victim/ of violence at school%// #ecase I have// when I was in
Arance/ in my school in the =
th
grade// I was with another #oy/ and two
other #oys were harassing me// and / hm/ everyday/ they write/ hm//
things a#ot me/ a#ot Dortgese people/ a#ot things a#ot Gitler//
and one )atrday morning/ I / I / loo!ed down at the floor/ and they/
they had ct a lot of my hair// and this #oy/ was pt ot of school// and
one day when I was/ hm// I was hm/ in the spermar!et/ I see him//
and it was weird thing// we are tal!ing a#ot something/ that's real//
violence is at school/ people// we have responsi#ilities a#ot the
others// if someone don't li!e yo/ they're going to/ to ma!e violence
against yo//
12-)a: I have a cosin who wor!s 5I/06/ and the other day/ he was shot// he
was $st doing his wor!/ and a cra<y man/ pt his gn/ and he was
shot/ he didn't die #ecase of this// he was $st doing his wor!//
122*: I $st have one ,estion// yo say he was shot/ with a gn// #y a cra<y
man/ #t how cra<y%// was he already drn!%//
123)a: I don't !now//
127*: that's dangeros//
128"l: may I say something%// I wold li!e to go #ac! to Isa#el/ when she
says that her ten year old #oy/ listens to heavy metal// and she said
that/ he doesn't nderstand the msic// #t every !id li!es to listen to
noise/ so/ he doesn't nderstand/ so how can he say he li!es that !ind
of msic%// it's the noise// and going #ac! to Aatima/ when she says
that she li!es heavy metal/ and/ hm/ she doesn't thin! it's violent
msic// if someone is pset or / is confsed and has pro#lems/ and that
!ind of msic appears
Transcript of the Youth Violence Debate in the English I Lesson 13
12:A: 5I/T6 when I'm nervos/ I listen to heavy metal
12;"l: 5I/T6 why%//
12=A: why%// why%// #ecase when I wa!e p in the morning I'm nervos// I/
trn on my hifi/ and the msic/ hm// Iliberta a raiva por mim/ eu
no liberto a raiva*// the msic says everything for me/ and I don't
need to/ to pnch no one
13>"l: yo need the msic to solve yor pro#lems// it is that/ right%//
131A: no/ no/ I $st li!e the msic// when yo are sad/ yo li!e listening to
msic/ don't yo%// when I'm sad/ or// or nervos/ I li!e to listen to
mine/ so I listen to it/ and it's finished//
13-T: another person has something to say//
1324e: I thin! that the parents/ they didn't explain why they sholdn't do that//
they need to !now why they sholdn't do that//
133T: we have someone from the #ac!/ one second//
1374: I thin! that the parents nowadays don't have any athority at home// I
thin! that it's the children/ that tell their parents what to do// and / hm/
I thin! that when the parents get on the children's nerves/ hm/ this
thing has happened/ it has happened ,ite a lot// hm/ children sally
get ot their gns and !ill their parents// hm/
138"l: and why%// #ecase they had access to the gns at home/ and #ecase
they were not loc!ed and they were loaded//
13:T: another intervention from the adience//
13;A: I want to ma!e the last ,estion// my #rother/ is / hm/ a paranoid
schi<ophrenic / and/ hm/ and he has a mental disease// and for the
government and for all the doctors// that disease is nothing// he's
responsi#le/ he can drive/ he can do anything/ so/ if he was in the
)tates// he already !illed my grandmother when I was a child// if he
was in the )tates/ he cold have a gn// now what%//
13=+): "ladia/ said that a gn is li!e going to a doctor// in this case/ he's
sic!/ he goes to the doctor and says/ I want a gn/ so / here is a
prescription for a gn/ go and !ill anyone yo want//
17>"l: why is it in the )tates that they have a gn%// is it the manfactrers
falt%// no// so it's not or pro#lem//
171T: well%//
17-4: can I say something%//
172T: one final word//
1734: are yo #y any chance carrying a gn now%//
177"l: what%//
1784: are yo #y any chance carrying a gn now%//
17:"l: no//
17;4: why%// why not%// aren't yo afraid%// I might have a gn on me now
and I might shoot yo%//
17="l: yo cold if yo were in the )tates/ case the constittion says
18>4: we are in the )tates//
181"l: what did she say%//
18-*: she said we are in the )tates//
1824: we are in +merica// aren't we%// do yo have a gn with yo now%//
183"l: no//
Transcript of the Youth Violence Debate in the English I Lesson 17
1874: why%// aren't yo afraid that all the people that don't agree with yor
opinion/ might $st actally/ get a little/ peed off/ and / and $st #low
yor head off/ how wold yo feel than%//
188T: well/ I thin! we had a good de#ate today// we saw all the isses on the
parents side/ the stdent's side/ the government/ the manfactrers and
also the gn owners of +merica// a few final words/ for all of yo// yes
this is a pro#lem/ yoth violence// hm/ we were tal!ing a#ot this
violence happening in the (nited )tates/ #t these things happen in
Dortgal// and/ &ariana gave the example of Arance// these things do
happen/ nowadays// it's not something we can rn from// yo are all
going to #e ftre teachers/ yo may have/ pro#lems in yor
classrooms of violence/ yo may #e a witness or even a victim of
violence sometime in yor life// there are things we have to do as a
society to prevent this// to #lame everything on the parents/ it's not
fair// to say it's the stdents/ and that they don't !now what to do with
the sitation/ is not fair// to say it's the government/ is not fair// to say
it's the people who ma!e gns/ it's not fair// #ecase they're ma!ing
gns for a society who wants them// and/ for gn owner/ who want to
protect themselves/ it's not fair to place the #lame on them also/ we all
have to share a #it of the #lame// #efore we leave/ $st ot of criosity/
I wold li!e to !now/ what yo thoght of each spo!esperson's
intervention/ dring this de#ate// so/ when I pt my hand over each of
their heads/ I wold li!e yo to clap// clap strongly for the person yo
thoght was the #est dring the de#ate//
5stdents clapped for all the spo!espersonK #t more soK especially for "ladiaK the
stdent who represented the manfactrers of gns6