Suggestopedia Gorgi Lozanov for EFL srudents

A brief summary about Suggestopedia by Gorgi Lozanov for EFL srudents

1. SUGGESTOPEDIA NOW IS ALSO CALLED DESUGGESTOPEDIA

2. COMPONENTS OF A TEACHING / LEARNING EXPERIENCE teacher learner classroom lesson New focus on the learner on the teaching experience: a humanistic approach

3. BACKGROUND Suggestopedia is a teaching method based on the idea of how the human brain works and how we learn most effectively. It maximises learning by involving both hemispheres.

4. S stimulates the whole person U undoes blocks G goes rapidly forward G gives creative solutions E encourages relaxation S strengthens self-image T talks to all senses O optimizes learning P propagates talent E enhances learning D dramatizes material I includes pictures, music & movement A addresses the whole person

5. Suggestopedia was originally developed in the 1970s by the Bulgarian psychiatrist and educator Georgi Lozanov (July 22, 1926, Sofia, Bulgaria – May 6, 2012). Suggestopedia is based on his early-1960s study of suggestion which is known as "suggestology". GEORGI LOZANOV

6. HE INTRODUCED THE CONTENTION THAT STUDENTS NATURALLY SET UP PSYCHOLOGICAL BARRIERS TO LEARNING – BASED ON FEARS THAT THEY WILL BE UNABLE TO PERFORM AND ARE LIMITED IN TERMS OF THEIR ABILITY TO LEARN.

7. Lozanov has claimed that most students use only 5 to 10 percent of their mental capacity and by using this method they can learn a language approximately three to five times as quickly as through conventional teaching methods. “Learning is a matter of attitude, not aptitude” (Lozanov,1988:37)

8. APPROACH

9. Theory of Language Lozanov does not articulate a theory of language. “The emphasis on memorization of vocabulary pairs – a target-laguage item and its native language translation – suggests a view of language in which lexis is central and in which translation rather than contextualization is stressed” (Richards & Rodgers, 2014: 319)

10. Theory of Language Lozanov (1978) assumes that the only major linguistic problems in the language classroom are memorization and integration. If the students remember the words and patterns of the language and integrate them into their personalities, the students have acquired the language and the teacher has done all that needs to be done.

11. Theory of Language Learning Suggestion is at the heart of Suggestopedia. Lozanov claims that his method is different from hypnosis and other forms of mind control because they lack a "desuggestive-suggestive sense" and "fail to create a constant set up to reserves through concentrative psycho-relaxation" (Lozanov, 1978: 267)

12. There are six principal theoretical components through which desuggestion and suggestion operate and that set up access to reserves: AUTHORITY INFANTILIZATION DOUBLE-PLANEDNESS INTONATION RHYTHM CONCERT PSEUDO-PASSIVENESS Theory of Language Learning

13. 1- AUTHORITY “People remember best and are most influenced by information coming from an authoritative source” (Richards & Rodgers, 2014: 320) The teacher becomes a figure of authority by displaying self-confidence, acting ability and a highly positive attitude.

14. 2- INFANTILIZATION Suggestopedia aims to establish a “teacher-student relation like that of parent to child” (Richards & Rodgers, 2014: 320). The student is supposed to engage in role-plays, games, songs, and gymnastic exercises. “Part of the infantilization process is also that the student chooses a new name for himself / herself” (Bancroft, 1978: 170) and that “older students regain the self-confidence, spontaneity and receptivity of the child” (Bancroft, 1972: 19)

15. 3- DOUBLE-PLANEDNESS “Communication takes place on “two planes”: on one the linguistic message is encoded; and on the other are factors that influence the linguistic message. On the conscious plane the learner attends to the language; on the subconscious plane, the music suggests that learning is easy and pleasant. When there is a unity between conscious and subconscious, learning is enhanced” (Larsen-Freeman, 2000: 79)

16. 4- INTONATION The teacher varies the intonation and the rhythm of his / her voice when reading to the students. This is done in order to avoid boredom and “dramatize, emotionalize, and give meaning to linguistic material” (Richards & Rodgers, 2014: 320)

17. 5- RHYTHM “Both intonation and rhythm are coordinated with a musical background ” (Richards & Rodgers, 2014: 320) Materials presented with varying rhythms and tones are more interesting.

18. 6- CONCERT PSEUDO-PASSIVENESS Lozanov refers to the relaxed attitude induced by music as concert pseudo- passiveness, in that “anxieties and tension are relieved and power of concentration for new material is raised” (Richards & Rodgers, 2001: 102)

19. DESIGN

20. GOALS AND OBJECTIVES “To accelerate the process by which students learn to use a foreign language for everyday communication” (Larsen-Freeman, 2000: 81) Desuggesting the psychological barriers that prevent learning. Activating the “paraconscious” part of the mind.

21. GOALS AND OBJECTIVES “The main aim of teaching is not memorization, but the understanding and creative solution of problems” (Lozanov, 1978: 251) Left and right brain integration will be enhanced through the power of suggestion, music, relaxation, deep breathing, metaphors and guided imagery.

22. THE SYLLABUS A Suggestopedia course lasts 30 days. Classes are held four hours a day, six days a week. There are ten units of study. Each unit has a long dialogue consisting of 1,200 words or so, with an accompanying vocabulary list and grammatical commentary. The dialogues are graded by lexis and grammar.

23. Culture “The culture which students learn concerns the everyday life of people who speak the language” (Larsen-Freeman, 2000: 83) There is extensive use of music and the fine arts.

24. TEACHER’S ROLE The teacher is the authority. He / She should show absolute confidence in the method. He / She should create situations in which learners are most suggestible and then present linguistic material in a way most likely to encourage positive reception and retention by learners.

25. TEACHER’S ROLE He should organize properly, and strictly observe the initial stages of the teaching process—this includes choice and play of music, as well as punctuality. Teachers are expected to be skilled in acting, singing and psychotherapeutic techniques.

26. LEARNERS’ ROLE Learners must trust and respect the teacher. They are expected to play a child’s role and to take part in games and role-plays (infantilization) They adopt a new identity => feel more secure so they can be more spontaneous and less inhibited.

27. LEARNERS’ ROLE Learners must not try to figure out , manipulate, or study the material presented but must maintain a pseudo-passive state. Students usually volunteer for a suggestopedic course.

28. LEARNERS’ FEELINGS They are given a great deal of attention. Students should feel relaxed and secure. Classroom conditions should help students to relax and feel comfortable.

29. LEARNERS’ INTERACTIONS Teacher – Student Student – Student Sometimes students do pair work or group work. The teacher initiates interactions with the whole group of students and with individuals right from the beginning. Students may be allowed to respond nonverbally at first.

30. VOCABULARY TEACHING Vocabulary is emphasized. The success of the method often focuses on the large number of words that can be acquired. The students’ L1 may be used to provide comments and explanations about the meaning of new or difficult words.

31. GRAMMAR TEACHING Grammar is taught explicitly but explanations are reduced to a minimum. Explicit grammar rules are provided in L1.

32. MATERIALS Direct supported materials text (dialogues or texts with literary value) tapes / CDs Indirect supported materials furniture and décor are important masks musical instruments posters textbook (optional) the learning environment

33. HOW WOULD YOU DESCRIBE THIS CLASSROOM?

34. ROLE OF L1 The native language may be used to make the meaning of the dialogues clear. The teacher uses L1 in class when necessary.

35. ERROR CORRECTION At beginner levels, errors are not corrected immediately because the emphasis is on communication. When errors of form occur, teachers use the correct form later during the lesson.

36. SKILLS Oral communication is emphasised. Speaking and listening are important. Writing and reading are also taught. Students write imaginative compositions to improve their writing and read dialogues or texts to practise reading.

37. EVALUATION There is no formal evaluation through a test since it would threaten the relaxed atmosphere, which is considered essential for accelerated learning. There is an on-going evaluation of students’ in-class performance.

38. PROCEDURE

39. TECHNIQUES 1- Relaxing classroom set-up 2- Peripheral learning 3- Positive suggestion (music) 4- Visualization 5- New identity 6- Role-play

40. 1-RELAXING CLASSROOM SET-UP Comfortable environment In the classroom, the chairs are arranged in a semicircle and face the black or white board in order to make the students pay more attention and get more relaxed. The light in the classroom is dim in order to make the students’ mind more relaxed. There are posters and flowers.

41. 2- THE USE OF MUSIC The use of Baroque music during the learning process is an essential feature of Suggestopedia. Baroque music, with its 60 beats per minute and its specific rhythm, helps to create the kind of relaxed state of mind for maximum retention of material.

42. 3- PERIPHERAL LEARNING The students learn English not only from direct instruction (the dialogue) but also from indirect instruction (the teacher’s attitude, the atmosphere) Peripheral learning is encouraged through the presence in the learning environment of posters and decoration featuring the target language and various grammatical information. They may be changed everyday.

43. 4- VISUALIZATION Students are asked to close their eyes and concentrate on their breathing. Then the teacher describes a scene or an event in detail so that students think they are really there. When the scene is complete, the teacher asks students to slowly open their eyes and return to the present. This can be done just before students write a composition in order to activate their creativity.

44. 5- NEW IDENTITY “ Students select target language names and choose new occupations. During the course they create whole biographies to go with their new identities” (Larsen-Freeman, 2000: 81) “Assuming a new identity enhances students’ feeling of security and allows them to be more open” (Larsen-Freeman, 2000: 78)

45. 6- ROLE-PLAY Students wear hats, wigs and other elements and are asked to role-play the dialogue in different ways (angrily, romantically, slowly) Music, drama and art are integrated in the learning process. “Dramatization is a particularly valuable way of playfully activating material. Fantasy reduces barriers to learning” (Larsen-Freeman, 2000: 80)

46. THE SUGGESTOPEDIC LESSON Introduction Concert sessions (active and passive) Development of the syllabus introduced in the concert sessions Summary

47. INTRODUCTION Students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun.

48. PHASES FIRST CONCERT Active concert T reads dialogue in L2 Music (early romantic) used to dramatize PRIMARY ACTIVATION Group reading of the dialogue Varying emotion SECONDARY ACTIVATION / CREATIVE ADAPTATION Dramatization Games The focus is on the communicative intent – not on form SECOND CONCERT Passive concert Students listen with closed eyes Content determines rhythm (pre-classical, baroque)

49. FIRST CONCERT (ACTIVE) It is called the ACTIVE CONCERT because it involves the active presentation of the material to be learnt. The teacher does a slow, dramatic reading of the dialogue synchronized in intonation with classical music (early Romantic). The teacher’s voice rises and falls with the music. Students follow the reading with the script and are encouraged to take notes.

50. SECOND CONCERT (PASSIVE REVIEW) The students are now invited to relax and listen to some pre-classical or Baroque music, with the text being read very quietly in the background at a normal rate of speech. The content is important, not the music (it is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material). At the end of this concert, the class ends for the day.

51. PRIMARY ACTIVATION The primary activation and the creative adaptation are components of the active phase of the lesson. The students playfully reread the target language dialogue out loud, as individuals or in groups. They may be asked to do it in a particular manner: sadly, angrily, cheerfully, romantically, etc.

52. SECONDARY ACTIVATION: CREATIVE ADAPTATION “The students engage in various activities designed to help them learn the new material and use it spontaneously. Activities particularly recommended for this phase include singing, dancing, dramatizations and games. Activities are varied and do not allow the students to focus on the form of the linguistic message, just on the communicative intent” (Larsen-Freeman, 2000: 85)

53. ADVANTAGES OF SUGGESTOPEDIA

54. Boredom is your big problem while learning a new language? Suggestopedia uses unusual learning techniques which are quite different from those in a usual class

55. A good optimal learning environment.

56. “If students are relaxed and confident, they will not need to try hard to learn the language as learning the language will just come naturally and easily” (Larsen-Freeman, 2000 : 82 ) Easy and natural Desuggest limitations: teach lengthy dialogues through musical accompaniment, playful practice, and the arts.

57. 苹果?? Apple. Use of student’s native language if he/she did not understand

58. The four learning skills are developed creatively. Reading dramatically . Writing imaginatively Speaking & listening communicatively

59. Build up a good relationship between student and teacher. The teacher makes direct suggestion to appeal to student conscious learning, and indirect suggestion that appeal to students' feelings and subconscious mind. Students become more willing to communicate as teachers will not try to correct errors.

60. ADVANTAGES OF SUGGESTOPEDIA Students learn better in a low-anxiety environment => low affective filter. Classes are held in ordinary rooms with comfortable chairs, a practice that may also help them to relax. Authority concept : Students remember best and are most influenced by information coming from an authoritative source, teachers .

61. ADVANTAGES OF SUGGESTOPEDIA Double-planedness theory : It refers to the learning from two aspects. They are the conscious aspect (the linguistic message) and the subconscious one (body posture, music, the learning environment) When the two planes coincide, learning is enhanced.

62. ADVANTAGES OF SUGGESTOPEDIA Peripheral learning : Suggestopedia encourages the students to apply language more independently, to take more personal responsibility for their own learning and get more confidence Peripheral information can also encourage students to be more experimental, and look for sources other than the teacher for language input.

63. DISADVANTAGES OF SUGGESTOPEDIA

64. Techniques used can be: Music *Irritating *Distracting *Odd or illogical (the exaggeration of intonation or rhythm) Texts * The longer, the more boring it becomes. ➔The techniques may not work well for all the learners and in cultures.

65. Suggestopedia ignores mechanical activities in internalizing the grammar rules or the vocabulary items

66. Even if it’s for beginners, suggstopedia means that many children may be excluded

67. Physical limitation Financial limitation Can Suggestopedia be used in Argentina???

68. DISADVANTAGES OF SUGGESTOPEDIA Environment limitation : Most schools in developing countries have large classes. Each class consists of 30 to 40 students. There should be 12 students in the class. The use of hypnosis : Some people say that Suggestopedia uses hypnosis, so it has bad deep effects for human beings. Lozanov strongly denied it.

69. DISADVANTAGES OF SUGGESTOPEDIA Infantilization of the learners Lack of flexibility Lack of qualified teachers Absence of formal testing It does not take into account individual differences between learners

70. VIDEOS Diane Larsen-Freeman www. youtube .com/watch?v=3rkrvRlty5M LonnyGold http://www.youtube.com/watch?v=yX4JFEUgqlg http://www.youtube.com/watch?v=-7Rw0mZa7pE http://www.youtube.com/watch?v=4rL-iuIO-YQ http://www.youtube.com/watch?v=EFHPUFguJa0 http://www.youtube.com/watch?v=u0-EMBCeV14