Suggestopedia in Language Teaching Methods
Suggestopedia (USA English) or Suggestopaedia (UK English) is a teaching method
developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different fields,
but mostly in the field of foreign language learning. Lozanov has claimed that by using
this method a teacher’s student can learn a language approximately three to five times as
quickly as through conventional teaching methods.
Suggestopedia has been called a "pseudo-science". It strongly depends on the trust that
students develop towards the method by simply believing that it works.
The theory applied positive suggestion in teaching when it was developed in the 1970s.
However, as the method improved, it has focused more on “desuggestive learning” and
now is often called “desuggestopedia.” Suggestopedia is a portmanteau of the words
“suggestion” and “pedagogy". A common misconception is to link "suggestion" to
"hypnosis". However, Lozanov intended it in the sense of offering or proposing,
emphasising student choice.
Recent development
In 1978, just as UNESCO began investigating the use of Suggestopedia, Lozanov was
placed under house arrest for 10 years by the Bulgarian Communist authorities. During
this time, access to Lozanov ceased; researchers developed Suggestopedia along their own
lines. After the fall of communism in 1989 Lozanov was released and moved to Austria.
As a result of this period of isolation, confusion developed as to the nature of
Suggestopedia. It is commonly believed that Suggestopedia is a methodology that works
with relaxation, music and baroque music. However, this was not the intention. Nor is
Suggestopedia intended to be a manipulative technique, such as hypnosis or guided
imagery. It is also unconnected with Superlearning or Neuro-linguistic programming.
Purpose and theory
The intended purpose of Suggestopedia was to enhance learning by lowering the affective
filter of learners. Lozanov claims in his website, Suggestology and Suggestopedy, that
“suggestopedia is a system for liberation”; liberation from the “preliminary negative
concept regarding the difficulties in the process of learning” that is established
throughout their life in the society. Desuggestopedia focuses more on liberation as
Lozanov describes “desuggestive learning” as “free, without a mildest pressure, liberation
of previously suggested programs to restrict intelligence and spontaneous acquisition of
knowledge, skills and habits.” The method implements this by working not only on the
conscious level of human mind but also on the subconscious level, the mind’s reserves.
Since it works on the reserves in human mind and brain, which are said to have unlimited
capacities, one can teach more than other methods can teach in the same amount of time.
In practice
Physical surroundings and atmosphere in classroom are the vital factors to make sure that
"the students feel comfortable and confident", and various techniques, including art and
music, are used by the trained teachers. The lesson of Suggestopedia consisted of three
phases at first: deciphering, concert session (memorization séance), and elaboration.
Concert session (active and passive): In the active session, the teacher reads the text at a
normal speed, sometimes intoning some words, and the students follow. In the passive
session, the students relax and listen to the teacher reading the text calmly. Music (“PreClassical”) is played in the background.
Elaboration: The students finish off what they have learned with dramas, songs, and
games.
Then it has developed into four phases as lots of experiments were done: introduction,
concert session, elaboration, and production.
Introduction: The teacher teaches the material in “a playful manner” instead of analyzing
lexis and grammar of the text in a directive manner.
Concert session (active and passive): In the active session, the teacher reads with intoning
as selected music is played. Occasionally, the students read the text together with the
teacher, and listen only to the music as the teacher pauses in particular moments. The
passive session is done more calmly.
Elaboration: The students sing classical songs and play games while “the teacher acts
more like a consultant”.
Production: The students spontaneously speak and interact in the target language without
interruption or correction.
Teachers
Teachers should not act directive although this method is teacher-controlled but not
students- controlled. For example, they should act as a real partner to the students,
participating in the activities such as games and songs “naturally” and “genuinely.” In the
concert session, they should fully include classical art into their behaviors. Although there
are many techniques that the teachers use, the factors such as “communication in the
spirit of love, respect for man as a human being, the specific humanitarian way of applying
there ‘techniques’” etc. are crucial. The teachers need not only to know the techniques and
theoretical information but also to understand the theory and to acquire the practical
methodology completely because if they implement those techniques without complete
understandings and acquisition, they could not provide learners successful results, or
even could give a negative impact on their learning. Therefore, the teacher has to be
trained in the course that is taught by the certified trainers.
Here are the most important factors for teachers to acquire, described by Lozanov.
1. Covering a huge bulk of learning material.
2. Structuring the material in the suggestopaedic way; global-partial – partial-global, and
global in the part – part in the global, related to the golden proportion.
3. As a professional, on one hand, and a personality, on the other hand, the teacher should
be highly prestigious, reliable and credible.
4. The teacher should have, not play, a hundred percent of expectancy in positive results
(because the teacher is already experienced even from the time of teacher training
course).
5. The teacher should love his/her students (of course, not sentimentally but as human
beings) and teach them with personal participation through games, songs, a classical type
of arts and pleasure.
Method for children (preventive Suggestopedia)
The method for Adults includes long sessions without movement, and materials that are
appropriate for adults. Children, however, get impacts from “the social suggestive norms”
differently and their brains are more delicate than those of adults. Therefore, another
method with different materials should be applied to children, which better matches their
characteristics. Lessons for children are more incidental and short, preventing the
children from the negative pedagogical suggestions of Society. It is important to tell the
parents about the method and their roles because they could influence children both
negatively and positively, depending on how they support the kids.
Side effects
Lozanov claims that the effect of the method is not only in language learning, but also in
producing favorable side effects on health, the social and psychological relations, and the
subsequent success in other subjects.
A number of positive by-products have been confirmed by a great number of specialists
in Bulgaria, Europe and the USA.
Unesco's
final
Recommendations (Extraction)
report
on
Suggestopedia
Made by the Experts from the Working Group on Suggestology as a Learning
Methodology Meeting in Sofia, December 11–17, 1978
...1.There is consensus that Suggestopedia is a generally superior teaching method for
many subjects and for many types of students, compared with traditional methods. We
have arrived at this consensus following a study of the research literature, listening to the
testimony of international experts, observing films portraying Suggestopedia instruction
and visiting classes in which Suggestopedia is practiced. The films were prepared and the
classroom visitations were impressive.
...2.Standards should be set up for the training, certification and maintaining of standards
of suggestopedic training.
...3.Different categories of competency of teachers should be used to reflect increasing
levels of teaching performance in certification.
...4.Suggestopedic teacher training should be started as soon as possible.
...5.An International Association for Suggestology and Suggestopedia should be set up
that is affiliated with UNESCO and should have the assistance and guidance of Dr.
Lozanov for training, research, coordination and publication of results.
...6.UNESCO is requested to give its support to all these proposed activities by all possible
means and under the existing international regulations.”
How to teach using Suggestopedia
Traditional books cannot be used in a Suggestopedic class since they fail to present the
content and grammar following the function of the human brain. The way they present
information is not according to the real way the human brain processes information. The
whole book has to be adapted to be used in a Suggestopedic class. It is hard work but the
final results are worth it.
In Brazil, there is a teacher who developed a whole teacher training course to apply and
use Suggestopedia using traditional books. He teaches how to adapt and create a new
Suggestopedic book to be used in Suggestopedic classes. The training also teaches the
teachers how to conduct an intensive course in English or in any other foreign language
using the newest development of Suggestopedia - Desuggestopedia.
Criticism
Suggestopedia has been called a "pseudo-science". It strongly depends on the trust that
students develop towards the method by simply believing that it works. Lozanov himself
admits that Suggestopedia can be compared to a placebo. He argues, however, that
placebos are indeed effective. Another point of criticism is brought forward by Baur who
claims that the students only receive input by listening, reading and musical-emotional
backing, while other important factors of language acquisition are being neglected.
Furthermore, several other features of the method, like the 'nonconscious' acquisition of
language, or bringing the learner into a child-like state are questioned by critics.
Lukesch claims that Suggestopedia lacks in scientific backing and is criticized by
psychologists as being based on pseudoscience.
Total Physical Response
Total Physical Response (TPR) is a method developed by Dr. James J. Asher, a professor
emeritus of psychology at San José State University, to aid learning second languages.
The method relies on the assumption that when learning a second or additional language,
language is internalized through a process of codebreaking similar to first language
development and that the process allows for a long period of listening and developing
comprehension prior to production. Students respond to commands that require physical
movement. TPR is primarily used by ESL/EAL teachers, although the method is used in
teaching other languages as well. The method became popular in the 1970s and attracted
the attention or allegiance of some teachers, but it has not received generalized support
from mainstream educators.
Premise
According to Asher, TPR is based on the premise that the human brain has a biological
program for acquiring any natural language on earth - including the sign language of the
deaf. The process is visible when we observe how infants internalize their first language.
It looks to the way that children learn their native language. Communication between
parents and their children combines both verbal and physical aspects. The child responds
physically to the speech of their parent. The responses of the child are in turn positively
reinforced by the speech of the parent. For many months the child absorbs the language
without being able to speak. It is during this period that the internalization and code
breaking occurs. After this stage the child is able to reproduce the language
spontaneously. With TPR the language teacher tries to mimic this process in class. The
method also promises double efficiency in terms of rate of learning, according to several
studies in the literature and referenced in the above book.
Classroom
usage
In the classroom the teacher and students take on roles similar to that of the parent and
child respectively. Students must respond physically to the words of the teacher. The
activity may be a simple game such as Simon Says or may involve more complex grammar
and more detailed scenarios.
TPR can be used to practice and teach various things. It is well suited to teaching
classroom language and other vocabulary connected with actions. It can be used to teach
imperatives and various tenses and aspects. It is also useful for story-telling.
Because of its participatory approach, TPR may also be a useful alternative teaching
strategy for students with dyslexia or related learning disabilities, who typically
experience difficulty learning foreign languages with traditional classroom instruction.
According to its proponents, it has a number of advantages: Students will enjoy getting
up out of their chairs and moving around. Simple TPR activities do not require a great
deal of preparation on the part of the teacher. TPR is aptitude-free, working well with a
mixed ability class, and with students having various disabilities. It is good for kinesthetic
learners who need to be active in the class. Class size need not be a problem, and it works
effectively for children and adults.
However, it is recognized that TPR is most useful for beginners, though it can be used at
higher levels where preparation becomes an issue for the teacher. It does not give students
the opportunity to express their own thoughts in a creative way. Further, it is easy to
overuse TPR-- "Any novelty, if carried on too long, will trigger adaptation." It can be a
challenge for shy students. Additionally, the nature of TPR places an unnaturally heavy
emphasis on the use of the imperative mood, that is to say commands such as "sit down"
and "stand up". These features are of limited utility to the learner, and can lead to a learner
appearing rude when attempting to use his new language. Of course, as a TPR class
progresses, group activities and descriptions can be used which continue the basic
concepts of TPR into full communication situations.
Related methods
Blaine Ray, a Spanish language teacher, added stories to TPR to help students acquire
non-physical language creating the foundation of the method known as Teaching
Proficiency through Reading and Storytelling (TPRS) built on Stephen Krashen's theories
of language acquisition.
Grammar Translation
In applied linguistics, the grammar translation method is a foreign language teaching
method derived from the classical (sometimes called traditional) method of teaching
Greek and Latin. The method requires students to translate whole texts word for word
and memorize numerous grammatical rules and exceptions as well as enormous
vocabulary lists. The goal of this method is to be able to read and translate literary
masterpieces and classics.
History and philosophy
Throughout Europe in the 18th and 19th centuries, the education system was formed
primarily around a concept called faculty psychology. In brief, this theory dictated that
the body and mind were separate and the mind consisted of three parts: the will, emotion,
and intellect. It was believed that the intellect could be sharpened enough to eventually
control the will and emotions. The way to do this was through learning classical literature
of the Greeks and Romans, as well as mathematics. Additionally, an adult with such an
education was considered mentally prepared for the world and its challenges. In the 19th
century, modern languages and literature began to appear in schools. It was believed that
teaching modern languages was not useful for the development of mental discipline and
thus they were left out of the curriculum. As a result, textbooks were essentially copied
for the modern language classroom. In the United States of America, the basic
foundations of this method were used in highest school and college foreign language
classrooms and were eventually replaced by the audio-lingual method among others.
Method
Classes were conducted in the native language. A chapter in a distinctive textbook of this
method would begin with a massive bilingual vocabulary list. Grammar points would
come directly from the texts and be presented contextually in the textbook, to be
explained elaborately by the instructor. Grammar thus provided the rules for assembling
words into sentences. Tedious translation and grammar drills would be used to exercise
and strengthen the knowledge without much attention to content. Sentences would be
deconstructed and translated. Eventually, entire texts would be translated from the target
language into the native language and tests would often ask students to replicate classical
texts in the target language. Very little attention was placed on pronunciation or any
communicative aspects of the language. The skill exercised was reading, and then only in
the context of translation.
Criticism
The method by definition has a very limited scope of objectives. Because speaking or any
kind of spontaneous creative output was missing from the curriculum, students would
often fail at speaking or even letter writing in the target language. A noteworthy quote
describing the effect of this method comes from Bahlsen, who was a student of Plötz, a
major proponent of this method in the 19th century. In commenting about writing letters
or speaking he said he would be overcome with "a veritable forest of paragraphs, and an
impenetrable thicket of grammatical rules." Later, theorists such as Vietor, Passy, Berlitz,
and Jespersen began to talk about what a new kind of foreign language instruction
needed, shedding light on what the grammar translation was missing. They supported
teaching the language, not about the language, and teaching in the target language,
emphasizing speech as well as text. Through grammar translation, students lacked an
active role in the classroom, often correcting their own work and strictly following the
textbook.
The Grammar Translation Method
A number of methods and techniques have evolved for the teaching of English and also
other foreign languages in the recent past, yet this method is still in use in many parts of
India. It maintains the mother tongue of the learner as the reference particularly in the
process of learning the second/foreign languages. The main principles on which the
Grammar Translation Method is based are the following:
Translation interprets the words and phrases of the foreign languages in the best
possible
manner.
The phraseology and the idiom of the target language can best be assimilated in the
process
of
interpretation.
The structures of the foreign languages are best learned when compared and contrast
with those of mother tongue.
In this method, while teaching the text book the teacher translates every word and phrase
from English into the learners’ mother tongue. Further, students are required to translate
sentences from their mother tongue into English. These exercises in translation are based
on various items covering the grammar of the target language. The method emphasizes
the study of grammar through deduction that is through the study of the rules of
grammar. A contrastive study of the target language with the mother tongue gives an
insight into the structure not only of the foreign language but also of the mother tongue.
Advantages
The grammar translation method has two main advantages.
The phraseology of the target language is quickly explained. Translation is the easiest
way of explaining meanings or words and phrases from one language into another. Any
other method of explaining vocabulary items in the second language is found time
consuming. A lot of time is wasted if the meanings of lexical items are explained through
definitions and illustrations in the second language. Further, learners acquire some sort
of accuracy in understanding synonyms in the source language and the target language.
Teacher’s labor is saved. Since the textbooks are taught through the medium of the
mother tongue, the teacher may ask comprehension questions on the text taught in the
mother tongue. Pupils will not have much difficulty in responding to questions in the
mother tongue. So, the teacher can easily assess whether the students have learned what
he has taught them. Communication between the teacher and the learner does not cause
linguistic problems. Even teachers who are not fluent in English can teach English
through this method. That is perhaps the reason why this method has been practiced so
widely and has survived so long.
Disadvantages
Along with its advantages, the grammar translation method comes with many
disadvantages.
It is an unnatural method. The natural order of learning a language is listening,
speaking, reading and writing. That is the way a child learns his mother tongue in natural
surroundings; but, in the Grammar Translation Method the teaching of the second
language starts with the teaching of reading. Thus, the learning process is reversed. This
poses problems.
Speech is neglected. The Grammar Translation Method lays emphasis on reading and
writing. It neglects speech. Thus, the students who are taught English through this
method fail to express themselves adequately in spoken English. Even at the
undergraduate stage they feel shy of communicating using English. It has been observed
that in a class, which is taught English through this method, learners listen to the mother
tongue more than that to the second/foreign language. Since language learning involves
habit formation such students fail to acquire a habit of speaking English. Therefore, they
have to pay a heavy price for being taught through this method.
Exact translation is not possible. Translation is, indeed, a difficult task and exact
translation from one language to another is not always possible. A language is the result
of various customs, traditions, and modes of behavior of a speech community and these
traditions differ from community to community. There are several lexical items in one
language, which have no synonyms/equivalents in another language. For example, the
meaning of the English word ‘table’ does not fit in such expressions as 'table of contents’,
‘table of figures’, ‘multiplication table’, ‘time table’ and ‘table the resolution’, etc. English
prepositions are also difficult to translate. Consider sentences such as ‘We see with our
eyes’, ‘Bombay is far from Delhi’, ‘He died of cholera’, 'He succeeded through hard work’.
In these sentences ‘with’, ‘from’, ‘of’, and ‘through’ can be translated into the Hindi
preposition ‘se’ and vice versa. Each language has its own structure, idiom and usage,
which do not have their exact counterparts in another language. Thus, translation should
be considered an index of one’s proficiency in a language.
It does not give pattern practice. A person can learn a language only when he
internalizes its patterns to the extent that they form his habit. But the Grammar
Translation Method does not provide any such practice to the learner of a language. It
rather attempts to teach language through rules and not by use. Researchers in linguistics
have proved that to speak any language, whether native or foreign, entirely by rule is quite
impossible. Language learning means acquiring certain skills, which can be learned
through practice and not by just memorizing rules. The persons who have learned a
foreign or second language through this method find it difficult to give up the habit of first
thinking in their mother tongue and then translating their ideas into the second language.
They, therefore, fail to get proficiency in the second language approximating that in the
first language. The method, therefore, suffers from certain weaknesses for which there is
no remedy.
Conclusion
The grammar translation method stayed in schools until the 1960s, when a complete
foreign language pedagogy evaluation was taking place. In the meantime, teachers
experimented with approaches like the direct method in post-war and Depression era
classrooms, but without much structure to follow. The trusty grammar translation
method set the pace for many classrooms for many decades.
In pop culture
Monty Python made fun of the grammar translation method in their film Life of Brian.
Direct method in Language Teaching
The direct method of teaching foreign languages, sometimes called the natural method,
refrains from using the learners' native language and uses only the target language. It was
established in Germany and France around 1900. Characteristic features of the direct
method are
teaching vocabulary through pantomiming, real-life objects and other visual materials
teaching grammar by using an inductive approach (i.e. having learners find out rules
through the presentation of adequate linguistic forms in the target language)
centrality of spoken language (including a native-like pronunciation)
focus
on
question-answer
patterns
teacher-centering
Principles
Classroom instructions are conducted exclusively in the target language.
Only everyday vocabulary and sentences are taught during the initial phase; grammar,
reading
and
writing
are
introduced
in
intermediate
phase.
Oral communication skills are built up in a carefully graded progression organized
around question-and-answer exchanges between teachers and students in small,
intensive
classes.
Grammar
is
taught
inductively.
New
teaching
points
are
introduced
orally.
Concrete vocabulary is taught through demonstration, objects, and pictures; abstract
vocabulary
is
taught
by
association
of
ideas.
Both
speech
and
listening
comprehensions
are
taught.
Correct
pronunciation
and
grammar
are
emphasized.
Student should be speaking at least 80% of the time during the lesson.
Students are taught from inception to ask questions as well as answer them.
Pedagogy
The key Aspects of this method are:
I. Introduction of new word, number, alphabet character, sentence or
concept
(referred
to
as
an
Element)
:
• SHOW...Point to Visual Aid or Gestures (for verbs), to ensure student clearly
understands
what
is
being
taught.
• SAY...Teacher verbally introduces Element, with care and enunciation.
• TRY...Student makes various attempts to pronounce new Element.
• MOLD...Teacher corrects student if necessary, pointing to mouth to show proper
shaping
of
lips,
tongue
and
relationship
to
teeth.
• REPEAT...Student repeats each Element 5-20 times.
NOTE: Teacher should be aware of "high frequency words and verbs" and prioritize
teaching for this. (i.e. Teach key verbs such as "To Go" and "To Be" before unusual verbs
like "To Trim" or "To Sail"; likewise, teach Apple and Orange before Prune and
Cranberry.)
II. Syntax, the correct location of new Element in sentence:
• SAY & REPEAT...Teacher states a phrase or sentence to student; Student repeats such
5-20
times.
• ASK & REPLY IN NEGATIVE...Teacher uses Element in negative situations (e.g. "Are
you the President of the United States?" or "Are you the teacher?"); Students says "No".
If
more
advanced,
may
use
the
negative
with
"Not".
• INTERROGATIVES Teacher provides intuitive examples using 5 "w"s (Who, What,
Where, Why, When) or How". Use random variations to practice.
• PRONOUNS WITH VERBS Using visuals (such as photos or illustrations) or gestures,
Teacher covers all pronouns. Use many random variations such as "Is Ana a woman?" or
"Are
they
from
France?"
to
practice.
• USE AND QUESTIONS...Student must choose and utilize the correct Element, as well
as posing appropriate questions as Teacher did.
III. Progress, from new Element to new Element (within same lesson):
A.
Random
Sequencing:
1. After new Element (X) is taught and learned, go to next Element (Y).
2. After next Element (Y) is taught and learned, return to practice with Element (X).
3. After these two are alternated (X-Y; Y-X; Y-Y, etc), go to 3rd Element (Z).
4. Go back to 1 and 2, mix in 3, practice (X-Y-Z; Z-Y-X; Y-Y-Z, etc.) and continue
building up to appropriate number of Elements (may be as many as 20 per lesson,
depending on student, see B.1), practicing all possible combinations and repeating 5-20
times
each
combination.
B.
Student-Led
Limits:
1. Observe student carefully, to know when mental "saturation" point is reached,
indicating student should not be taught more Elements until another time.
2. At this point, stop imparting new information, and simply do Review as follows:
C. Review: Keep random, arbitrary sequencing. If appropriate, use visuals, pointing
quickly to each. Employ different examples of Element that are easy to understand,
changing country/city names, people names, and words student already knows. Keep a
list
of
everything
taught,
so
proper
testing
may
be
done.
D. Observation and Notation: Teacher should maintain a student list of words/phrases
that are most difficult for that student. List is called "Special Attention List"
IV.
Progress,
from
Lesson
to
Lesson:
• LESSON REVIEW The first few minutes of each lesson are to review prior lesson(s).
• GLOBAL REVIEW Transition from Lesson Review to a comprehensive review, which
should always include items from the Special Attention List.
V.
Advanced
Concepts:
• Intermediate and Advanced Students may skip some Element introduction as
appropriate; become aware of student's language abilities, so they are not frustrated by
too much review. If Student immediately shows recognition and knowledge, move to next
Element.
• Non-Standard Alphabets: Teaching Student to recognize letters/characters and
reading words should employ same steps as in above Aspect I. and alphabet variations
may be taught using Aspect III. Writing characters and words should initially be done
manually,
either
on
paper
or
whiteboard.
• Country Accents: Any student at intermediate stages or higher should be made aware
of subtle variations in pronunciation, which depend on geography within a country or
from country to country.
It should be noted that an integral aspect of the Direct Method is varying the setting of
teaching; try different scenarios using the same Element. This makes the lessons more
"real world," as it will bring some confusing distractions to the student and employ
organic variables common in the culture and locale of language use.
Historical
Context
The direct method was an answer to the dissatisfaction with the older grammar
translation method, which teaches students grammar and vocabulary through direct
translations and thus focuses on the written language.
There was an attempt to set up conditions that imitate mother tongue acquisition, which
is why the beginnings of these attempts were called the natural method. At the turn of the
18th and 19th centuries, Sauveur and Franke proposed that language teaching should be
undertaken within the target-language system, which was the first stimulus for the rise of
the direct method.
The audio-lingual method was developed in an attempt to address some of the perceived
weaknesses of the direct method.
Audio-Lingual Method
The audio-lingual method, Army Method, or New Key, is a style of teaching used in
teaching foreign languages. It is based on behaviorist theory, which professes that certain
traits of living things, and in this case humans, could be trained through a system of
reinforcement—correct use of a trait would receive positive feedback while incorrect use
of that trait would receive negative feedback.
This approach to language learning was similar to another, earlier method called the
direct method. Like the direct method, the audio-lingual method advised that students be
taught a language directly, without using the students' native language to explain new
words or grammar in the target language. However, unlike the direct method, the audiolingual method didn’t focus on teaching vocabulary. Rather, the teacher drilled students
in the use of grammar.
Applied to language instruction, and often within the context of the language lab, this
means that the instructor would present the correct model of a sentence and the students
would have to repeat it. The teacher would then continue by presenting new words for the
students to sample in the same structure. In audio-lingualism, there is no explicit
grammar instruction—everything is simply memorized in form. The idea is for the
students to practice the particular construct until they can use it spontaneously. In this
manner, the lessons are built on static drills in which the students have little or no control
on their own output; the teacher is expecting a particular response and not providing that
will result in a student receiving negative feedback. This type of activity, for the
foundation of language learning, is in direct opposition with communicative language
teaching.
Charles Fries, the director of the English Language Institute at the University of Michigan,
the first of its kind in the United States, believed that learning structure, or grammar was
the starting point for the student. In other words, it was the students’ job to orally recite
the basic sentence patterns and grammatical structures. The students were only given
“enough vocabulary to make such drills possible.”Fries later included principles for
behavioural psychology, as developed by B.F. Skinner, into this method.
Oral
drills
Drills and pattern practice are typical of the Audiolingual method. These include
Repetition : where the student repeats an utterance as soon as he hears it
Inflection : Where one word in a sentence appears in another form when repeated
Replacement
:
Where
one
word
is
replaced
by
another
Restatement : The student re-phrases an utterance
Examples
Inflection : Teacher : I ate the sandwich. Student : I ate the sandwiches.
Replacement : Teacher : He bought the car for half-price. Student : He bought it for halfprice.
Restatement : Teacher : Tell me not to smoke so often. Student : Don't smoke so often!
The following example illustrates how more than one sort of drill can be incorporated into
one
practice
session
:
“Teacher:
There's
a
cup
on
the
table
...
repeat
Students:
There's
a
cup
on
the
table
Teacher:
Spoon
Students:
There's
a
spoon
on
the
table
Teacher:
Book
Students:
There's
a
book
on
the
table
Teacher:
On
the
chair
Students:
There's
a
book
on
the
chair
etc.”
Historical
roots
The Audio-lingual method is the product of three historical circumstances. For its views
on language, audiolingualism drew on the work of American linguists such as Leonard
Bloomfield. The prime concern of American Linguistics at the early decades of the 20th
century had been to document all the indigenous languages spoken in the USA. However,
because of the dearth of trained native teachers who would provide a theoretical
description of the native languages, linguists had to rely on observation. For the same
reason, a strong focus on oral language was developed. At the same time, behaviourist
psychologists such as B.F. Skinner were forming the belief that all behaviour (including
language) was learnt through repetition and positive or negative reinforcement. The third
factor that enabled the birth of the Audio-lingual method was the outbreak of World War
II, which created the need to post large number of American servicemen all over the
world. It was therefore necessary to provide these soldiers with at least basic verbal
communication skills. Unsurprisingly, the new method relied on the prevailing scientific
methods of the time, observation and repetition, which were also admirably suited to
teaching en masse. Because of the influence of the military, early versions of the audiolingualism came to be known as the “army method.”
In
practice
As mentioned, lessons in the classroom focus on the correct imitation of the teacher by
the students. Not only are the students expected to produce the correct output, but
attention is also paid to correct pronunciation. Although correct grammar is expected in
usage, no explicit grammatical instruction is given. Furthermore, the target language is
the only language to be used in the classroom. Modern day implementations are more lax
on this last requirement.
Fall
from
popularity
In the late 1950s, the theoretical underpinnings of the method were questioned by
linguists such as Noam Chomsky, who pointed out the limitations of structural linguistics.
The relevance of behaviorist psychology to language learning was also questioned, most
famously by Chomsky's review of B.F. Skinner's Verbal Behavior in 1959. The audiolingual method was thus deprived of its scientific credibility and it was only a matter of
time before the effectiveness of the method itself was questioned.
In 1964, Wilga Rivers released a critique of the method in her book, “The Psychologist
and the Foreign Language Teacher. “Subsequent research by others, inspired by her book,
produced results which showed explicit grammatical instruction in the mother language
to be more productive. These developments, coupled with the emergence of humanist
pedagogy led to a rapid decline in the popularity of audiolingualism.
Philip Smith's study from 1965-1969, termed the Pennsylvania Project, provided
significant proof that audio-lingual methods were less effective than a more traditional
cognitive approach involving the learner's first language.
Today
Despite being discredited as an effective teaching methodology in 1970, audio-lingualism
continues to be used today, although it is typically not used as the foundation of a course,
but rather, has been relegated to use in individual lessons. As it continues to be used, it
also continues to gain criticism, as Jeremy Harmer notes, “Audio-lingual methodology
seems to banish all forms of language processing that help students sort out new language
information in their own minds.” As this type of lesson is very teacher centered, it is a
popular methodology for both teachers and students, perhaps for several reasons but in
particular, because the input and output is restricted and both parties know what to
expect. Some hybrid approaches have been developed, as can be seen in the textbook
Japanese: The Spoken Language (1987–90), which uses repetition and drills extensively,
but supplements them with detailed grammar explanations in English.
Butzkamm & Caldwell have tried to revive traditional pattern practice in the form of
bilingual semi-communicative drills. For them, the theoretical basis, and sufficient
justification, of pattern drills is the generative principle, which refers to the human
capacity to generate an infinite number of sentences from a finite grammatical
competence.
Manifestations in Popular Culture
The fact that audio-lingualism continues to manifest itself in the classroom is reflected in
popular culture. Films often depict one of the most well-known aspects of audiolingualism : the repetition drill. In South Park Episode #172, Cartman applies the
repetition drill while teaching a class of high school students. In Mad Max Beyond
Thunderdome, an LP record of a French lesson instructs a pair of obliging children to
'repeat' short phrases in French and then in English.
Communicative Language Teaching
Communicative language teaching (CLT) is an approach to the teaching of second and
foreign languages that emphasizes interaction as both the means and the ultimate goal of
learning a language. It is also referred to as “communicative approach to the teaching of
foreign languages” or simply the “communicative approach”.
Relationship with other methods and approaches
Historically, CLT has been seen as a response to the audio-lingual method (ALM), and as
an extension or development of the notional-functional syllabus. Task-based language
learning, a more recent refinement of CLT, has gained considerably in popularity.
The audio-lingual method
The audio-lingual method (ALM) arose as a direct result of the need for foreign language
proficiency in listening and speaking skills during and after World War II. It is closely tied
to behaviorism, and thus made drilling, repetition, and habit-formation central elements
of instruction. Proponents of ALM felt that this emphasis on repetition needed a corollary
emphasis on accuracy, claiming that continual repetition of errors would lead to the fixed
acquisition of incorrect structures and non-standard pronunciation.
In the classroom, lessons were often organized by grammatical structure and presented
through short dialogues. Often, students listened repeatedly to recordings of
conversations (for example, in the language lab) and focused on accurately mimicking the
pronunciation and grammatical structures in these dialogs.
Critics of ALM asserted that this over-emphasis on repetition and accuracy ultimately did
not help students achieve communicative competence in the target language. Noam
Chomsky argued "Language is not a habit structure. Ordinary linguistic behaviour
characteristically involves innovation, formation of new sentences and patterns in
accordance with rules of great abstractness and intricacy". They looked for new ways to
present and organize language instruction, and advocated the notional functional
syllabus, and eventually CLT as the most effective way to teach second and foreign
languages. However, audio-lingual methodology is still prevalent in many text books and
teaching materials. Moreover, advocates of audio-lingual methods point to their success
in improving aspects of language that are habit driven, most notably pronunciation.
The
notional-functional
syllabus
A notional-functional syllabus is more a way of organizing a language learning curriculum
than a method or an approach to teaching. In a notional-functional syllabus, instruction
is organized not in terms of grammatical structure as had often been done with the ALM,
but in terms of “notions” and “functions.” In this model, a “notion” is a particular context
in which people communicate, and a “function” is a specific purpose for a speaker in a
given context. As an example, the “notion” or context shopping requires numerous
language functions including asking about prices or features of a product and bargaining.
Similarly, the notion party would require numerous functions like introductions and
greetings and discussing interests and hobbies. Proponents of the notional-functional
syllabus claimed that it addressed the deficiencies they found in the ALM by helping
students develop their ability to effectively communicate in a variety of real-life contexts.
Learning by teaching (LdL)
Learning by teaching is a widespread method in Germany (Jean-Pol Martin). The
students take the teacher's role and teach their peers.
CLT is usually characterized as a broad approach to teaching, rather than as a teaching
method with a clearly defined set of classroom practices. As such, it is most often defined
as a list of general principles or features. One of the most recognized of these lists is David
Nunan’s (1991) five features of CLT:
An emphasis on learning to communicate through interaction in the target language.
The introduction of authentic texts into the learning situation.
The provision of opportunities for learners to focus, not only on language but also on
the
Learning
Management
process.
An enhancement of the learner’s own personal experiences as important contributing
elements
to
classroom
learning.
An attempt to link classroom language learning with language activities outside the
classroom.
These five features are claimed by practitioners of CLT to show that they are very
interested in the needs and desires of their learners as well as the connection between the
language as it is taught in their class and as it used outside the classroom. Under this
broad umbrella definition, any teaching practice that helps students develop their
communicative competence in an authentic context is deemed an acceptable and
beneficial form of instruction. Thus, in the classroom CLT often takes the form of pair and
group work requiring negotiation and cooperation between learners, fluency-based
activities that encourage learners to develop their confidence, role-plays in which
students practise and develop language functions, as well as judicious use of grammar
and pronunciation focused activities.
In the mid 1990s the Dogma 95 manifesto influenced language teaching through the
Dogme language teaching movement, who proposed that published materials can stifle
the communicative approach. As such the aim of the Dogme approach to language
teaching is to focus on real conversations about real subjects so that communication is
the engine of learning. This communication may lead to explanation, but that this in turn
will lead to further communication.
Classroom activities used in CLT
Example
Role
Interviews
Information
Games
Language
Surveys
Pair
Learning by teaching
Activities
Play
Gap
Exchanges
Work
However, not all courses that utilize the Communicative Language approach will restrict
their activities solely to these. Some courses will have the students take occasional
grammar quizzes, or prepare at home using non-communicative drills, for instance.
Critiques of CLT
One of the most famous attacks on communicative language teaching was offered by
Michael Swan in the English Language Teaching Journal in 1985. Henry Widdowson
responded in defense of CLT, also in the ELT Journal. More recently other writers have
critiqued CLT for paying insufficient attention to the context in which teaching and
learning take place, though CLT has also been defended against this charge.
Often, the communicative approach is deemed a success if the teacher understands the
student. But, if the teacher is from the same region as the student, the teacher will
understand errors resulting from an influence from their first language. Native speakers
of the target language may still have difficulty understanding them. This observation may
call for new thinking on and adaptation of the communicative approach. The adapted
communicative approach should be a simulation where the teacher pretends to
understand only what any regular speaker of the target language would and reacts
accordingly.
Silent Way in Language Teaching Methods
The Silent Way is a language teaching method created by Caleb Gattegno that makes
extensive use of silence as a teaching technique. It is not usually considered a mainstream
method in language education. It was first introduced in Gattegno's book Teaching
Foreign Languages in Schools: The Silent Way in 1963. Gattegno was skeptical of the
mainstream language education of the time, and conceived of the method as a special case
of his general theories of education.
The method emphasises the autonomy of the learner; the teacher's role is to monitor the
students' efforts, and the students are encouraged to have an active role in learning the
language. Pronunciation is seen as fundamental; beginning students start their study with
pronunciation, and much time is spent practising it each lesson. The Silent Way uses a
structural syllabus, and structures are constantly reviewed and recycled. The choice of
vocabulary is important, with functional and versatile words seen as the best. Translation
and rote repetition are avoided and the language is usually practiced in meaningful
contexts. Evaluation is carried out by observation, and the teacher may never set a formal
test.
The teacher uses silence for multiple purposes in the Silent Way. It is used to focus
students' attention, to elicit student responses, and to encourage them to correct their
own errors. Even though teachers are often silent, they are still active; they will commonly
use techniques such as mouthing words and using hand gestures to help the students with
their pronunciation. Teachers will also encourage students to help their peers.
Silent Way teachers use some specialized teaching materials. One of the hallmarks of the
method is the use of Cuisenaire rods, which can be used for anything from introducing
simple commands to representing abstract objects such as clocks and floor plans. The
method also makes use of color association to help teach pronunciation; there is a sound-
color chart which is used to teach the language sounds, colored word charts which are
used to teach sentences, and colored Fidel charts which are used to teach spelling.
Background
Gattegno was a rank outsider to language education when Teaching Foreign Languages
in Schools was first published in 1963. The book was conspicuously lacking the names of
most prominent language educators and linguists of the time, and Gattegno's works were
only cited rarely in language education books and journals. He was previously a designer
of mathematics and reading programmes, and the use of color charts and colored
Cuisenaire rods in the Silent Way grew directly out of this experience.
Gattegno was openly sceptical of the role linguistic theory of the time had in language
teaching. He felt that linguistic studies "may be a specialization, that carry with them a
narrow opening of one's sensitivity and perhaps serve very little towards the broad end in
mind".The Silent Way was conceived as a special case of Gattegno's broader educational
principles, rather than a method specifically aimed at teaching languages. Gattegno
developed these ideas to solve general problems in learning, and he also applied them to
his work in the teaching of mathematics and the mother tongue. Broadly, these principles
are:
Teachers should concentrate on how students learn, not on how to teach
Imitation and drill are not the primary means by which students learn
Learning consists of trial and error, deliberate experimentation, suspending judgement,
and
revising
conclusions
In learning, learners draw on everything that they already know, especially their native
language
The teacher must not interfere with the learning process
These principles situate the Silent Way in the tradition of discovery learning, that sees
learning as a creative problem-solving activity.
Aims and goals
The general goal of the Silent Way is to help beginning-level students gain basic fluency
in the target language, with the ultimate aim being near-native language proficiency and
good pronunciation. An important part of this ability is being able to use the language for
self-expression; students should be able to express their thoughts, feelings, and needs in
the target language. In order to help them achieve this, teachers emphasize self-reliance.
Students are encouraged to actively explore the language, and to develop their own 'inner
criteria' as to what is linguistically acceptable.
The role of the teacher is that of technician or engineer. The teacher's task is to focus the
students' attention, and provide exercises to help them develop language facility;
however, to ensure their self-reliance, the teacher should only help the students as much
as is strictly necessary. As Gattegno says, "The teacher works with the student; the student
works on the language." For example, teachers will often give students time to correct
their own mistakes before giving them the answer to a question. Teachers also avoid
praise or criticism, as it can discourage students from developing self-reliance.
Learning Process
In the Silent Way students are seen as bringing a vast amount of experience and
knowledge with them to the classroom; namely, their first language. The teacher
capitalizes on this knowledge when introducing new material, always building from the
known to the unknown. The students begin their study of the language by studying its
sound system. The sounds are associated to different colors using a sound-color chart that
is specific to the language being learned. The teacher first introduces sounds that are
already present in the students' native language, and then progresses to sounds that are
new to them. These sound-color associations are later used to help the students with
spelling, reading, and pronunciation.
The Silent Way uses a structural syllabus. The teacher will typically introduce one new
language structure at a time, and old structures are continuously reviewed and recycled.
These structures are chosen for their propositional meaning, not for their communicative
value. The teacher will set up learning situations for the students which focus their
attention on each new structure. For example, the teacher might ask students to label a
floor plan of a house in order to introduce the concepts of inside and outside. Once the
language structures have been presented in this way, learners learn the grammar rules
through a process of induction.
Gattegno saw the choice of which vocabulary to teach as vital to the language learning
process. He advised teachers to concentrate on the most functional and versatile words,
to help students build a functional vocabulary.
Translation and rote repetition are avoided, and instead emphasis is placed on conveying
meaning through students' perceptions, and through practicing the language in
meaningful contexts. In the floor plan example, the plan itself negates the need for
translation, and the teacher is able to give the students a lot of meaningful practice simply
by pointing to different parts of the house. The four skills of active listening, speaking,
reading, and writing are worked on from the beginning stages, although students only
learn to read something after they have learned to say it.
Evaluation in the Silent Way is carried out primarily by observation. The teacher may
never give a formal test, but he is constantly assessing students by observing their actions.
This allows him to respond straight away to any problems the students might have. The
teacher may also gain feedback through students' errors; errors are seen as natural and
necessary for learning, and can be a useful guide as to what structures need more practice.
Finally, the teacher may gain feedback by asking the students at the end of the lesson.
When evaluating the students, teachers expect them to learn at different rates, and
students are not penalized for learning more slowly than their classmates. Teachers look
for steady progress in the language, not perfection.
Teaching techniques
Just as the name implies, silence is a key tool of the teacher in the Silent Way. From the
beginning levels, students do 90 percent or more of the talking. Being silent moves the
focus of the classroom from the teacher to the students, and can encourage cooperation
among them. It also frees the teacher to observe the class. Silence can be used to help
students correct their own errors. Teachers can remain silent when a student makes a
mistake to give them time to self-correct; they can also help students with their
pronunciation by mouthing words without vocalizing, and by using certain hand gestures.
When teachers do speak, they tend to say things only once so that students learn to focus
their attention on them.
A Silent Way classroom also makes extensive use of peer correction. Students are
encouraged to help their classmates when they have trouble with any particular feature of
the language. This help should be made in a cooperative fashion, not a competitive one.
One of the teacher's tasks is to monitor these interactions, so that they are helpful and do
not interfere with students' learning.
Teaching Materials
The Silent Way makes use of some specialized teaching materials: colored Cuisenaire
rods, the sound-color chart, word charts, and Fidel charts. The Cuisenaire rods are
wooden, and come in ten different lengths, but identical cross-section; each length has its
own assigned color. The rods are used in a wide variety of situations in the classroom. At
the beginning stages they can be used to practice colors and numbers, and later they can
be used in more complex grammar. For example, to teach prepositions the teacher could
use the statement "The blue rod is between the green one and the yellow one". They can
also be used more abstractly, perhaps to represent a clock or the floor plan of a house.
The sound-color chart consists of blocks of color, with one color representing one sound
in the language being learned. The teacher uses this chart to help teach pronunciation; as
well as pointing to colors to help students with the different sounds, she can also tap
particular colors very hard to help students learn word stress. Later in the learning
process, students can point to the chart themselves. The chart can help students perceive
sounds that may not occur in their first language, and it also allows students to practice
making these sounds without relying on mechanical repetition. It also provides an easily
verifiable record of which sounds the students and which they have not, which can help
their autonomy.
The word charts contain the functional vocabulary of the target language, and use the
same color scheme as the sound-color chart. Each letter is colored in a way that indicates
its pronunciation. The teacher can point to the chart to highlight the pronunciation of
different words in sentences that the students are learning. There are twelve word charts
in English, containing a total of around five hundred words. The Fidel charts also use the
same color-coding, and list the various ways that sounds can be spelled. For example, in
English, the entry for the sound /ey/ contains the spellings ay, ea, ei, eigh, etc., all written
in the same color. These can be used to help students associate sounds with their spelling.
Suggestopedia in Language Teaching Methods
Suggestopedia (USA English) or Suggestopaedia (UK English) is a teaching method
developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different fields,
but mostly in the field of foreign language learning. Lozanov has claimed that by using
this method a teacher's students can learn a language approximately three to five times
as quickly as through conventional teaching methods.
Suggestopedia has been called a "pseudo-science". It strongly depends on the trust that
students develop towards the method by simply believing that it works.
The theory applied positive suggestion in teaching when it was developed in the 1970s.
However, as the method improved, it has focused more on “desuggestive learning” and
now is often called “desuggestopedia.” Suggestopedia is a portmanteau of the words
“suggestion” and “pedagogy". A common misconception is to link "suggestion" to
"hypnosis". However, Lozanov intended it in the sense of offering or proposing,
emphasising student choice.
Recent development
In 1978, just as UNESCO began investigating the use of Suggestopedia, Lozanov was
placed under house arrest for 10 years by the Bulgarian Communist authorities. During
this time, access to Lozanov ceased; researchers developed Suggestopedia along their own
lines. After the fall of communism in 1989 Lozanov was released and moved to Austria.
As a result of this period of isolation, confusion developed as to the nature of
Suggestopedia. It is commonly believed that Suggestopedia is a methodology that works
with relaxation, music and baroque music. However this was not the intention. Nor is
Suggestopedia intended to be a manipulative technique, such as hypnosis or guided
imagery. It is also unconnected with Superlearning or Neuro-linguistic programming.
Purpose
and
theory
The intended purpose of Suggestopedia was to enhance learning by lowering the affective
filter of learners. Lozanov claims in his website, Suggestology and Suggestopedy, that
“suggestopedia is a system for liberation”; liberation from the “preliminary negative
concept regarding the difficulties in the process of learning” that is established
throughout their life in the society. Desuggestopedia focuses more on liberation as
Lozanov describes “desuggestive learning” as “free, without a mildest pressure, liberation
of previously suggested programs to restrict intelligence and spontaneous acquisition of
knowledge, skills and habits.” The method implements this by working not only on the
conscious level of human mind but also on the subconscious level, the mind’s reserves.
Since it works on the reserves in human mind and brain, which are said to have unlimited
capacities, one can teach more than other methods can teach in the same amount of time.
In practice
Physical surroundings and atmosphere in classroom are the vital factors to make sure that
"the students feel comfortable and confident", and various techniques, including art and
music, are used by the trained teachers. The lesson of Suggestopedia consisted of three
phases at first: deciphering, concert session (memorization séance), and elaboration.
Concert session (active and passive): In the active session, the teacher reads the text at a
normal speed, sometimes intoning some words, and the students follow. In the passive
session, the students relax and listen to the teacher reading the text calmly. Music (“PreClassical”) is played in the background.
Elaboration: The students finish off what they have learned with dramas, songs, and
games.
Then it has developed into four phases as lots of experiments were done: introduction,
concert session, elaboration, and production.
Introduction: The teacher teaches the material in “a playful manner” instead of analyzing
lexis and grammar of the text in a directive manner.
Concert session (active and passive): In the active session, the teacher reads with intoning
as selected music is played. Occasionally, the students read the text together with the
teacher, and listen only to the music as the teacher pauses in particular moments. The
passive session is done more calmly.
Elaboration: The students sing classical songs and play games while “the teacher acts
more like a consultant”.
Production: The students spontaneously speak and interact in the target language without
interruption or correction.
Teachers
Teachers should not act directive although this method is teacher-controlled but not
students- controlled. For example, they should act as a real partner to the students,
participating in the activities such as games and songs “naturally” and “genuinely.” In the
concert session, they should fully include classical art into their behaviors. Although there
are many techniques that the teachers use, the factors such as “communication in the
spirit of love, respect for man as a human being, the specific humanitarian way of applying
there ‘techniques’” etc. are crucial. The teachers need not only to know the techniques and
theoretical information but also to understand the theory and to acquire the practical
methodology completely because if they implement those techniques without complete
understandings and acquisition, they could not provide learners successful results, or
even could give a negative impact on their learning. Therefore the teacher has to be
trained in the course that is taught by the certified trainers.
Here are the most important factors for teachers to acquire, described by Lozanov.
1. Covering a huge bulk of learning material.
2. Structuring the material in the suggestopaedic way; global-partial – partial-global, and
global in the part – part in the global, related to the golden proportion.
3. As a professional, on one hand, and a personality, on the other hand, the teacher should
be highly prestigious, reliable and credible.
4. The teacher should have, not play, a hundred percent of expectancy in positive results
(because the teacher is already experienced even from the time of teacher training
course).
5. The teacher should love his/her students (of course, not sentimentally but as human
beings) and teach them with personal participation through games, songs, a classical type
of arts and pleasure.
Method for children (preventive Suggestopedia)
The method for Adults includes long sessions without movement, and materials that are
appropriate for adults. Children, however, get impacts from “the social suggestive norms”
differently and their brains are more delicate than those of adults. Therefore, another
method with different materials should be applied to children, which better matches their
characteristics. Lessons for children are more incidental and short, preventing the
children from the negative pedagogical suggestions of Society. It is important to tell the
parents about the method and their roles because they could influence children both
negatively and positively, depending on how they support the kids.
Side effects
Lozanov claims that the effect of the method is not only in language learning, but also in
producing favorable side effects on health, the social and psychological relations, and the
subsequent success in other subjects.
A number of positive by-products have been confirmed by a great number of specialists
in Bulgaria, Europe and the USA.
Unesco's final report on Suggestopedia
Recommendations (Extraction)
Made by the Experts from the Working Group on Suggestology as a Learning
Methodology Meeting in Sofia, December 11–17, 1978
...1.There is consensus that Suggestopedia is a generally superior teaching method for
many subjects and for many types of students, compared with traditional methods. We
have arrived at this consensus following a study of the research literature, listening to the
testimony of international experts, observing films portraying Suggestopedia instruction
and visiting classes in which Suggestopedia is practiced. The films were prepared and the
classroom visitations were impressive.
...2.Standards should be set up for the training, certification and maintaining of standards
of suggestopedic training.
...3.Different categories of competency of teachers should be used to reflect increasing
levels of teaching performance in certification.
...4.Suggestopedic teacher training should be started as soon as possible.
...5.An International Association for Suggestology and Suggestopedia should be set up
that is affiliated with UNESCO and should have the assistance and guidance of Dr.
Lozanov for training, research, coordination and publication of results.
...6.UNESCO is requested to give its support to all these proposed activities by all possible
means and under the existing international regulations.”
How to teach using Suggestopedia
Traditional books cannot be used in a Suggestopedic class since they fail to present the
content and grammar following the function of the human brain. The way they present
information is not according to the real way the human brain processes information. The
whole book has to be adapted to be used in a Suggestopedic class. It is hard work but the
final results are worth it.
In Brazil, there is a teacher who developed a whole teacher training course to apply and
use Suggestopedia using traditional books. He teaches how to adapt and create a new
Suggestopedic book to be used in Suggestopedic classes. The training also teaches the
teachers how to conduct an intensive course in English or in any other foreign language
using the newest development of Suggestopedia - Desuggestopedia.
Criticism
Suggestopedia has been called a "pseudo-science". It strongly depends on the trust that
students develop towards the method by simply believing that it works. Lozanov himself
admits that Suggestopedia can be compared to a placebo. He argues, however, that
placebos are indeed effective. Another point of criticism is brought forward by Baur who
claims that the students only receive input by listening, reading and musical-emotional
backing, while other important factors of language acquisition are being neglected.
Furthermore, several other features of the method, like the 'nonconscious' acquisition of
language, or bringing the learner into a child-like state are questioned by critics.
Lukesch claims that Suggestopedia lacks in scientific backing and is criticized by
psychologists as being based on pseudoscience.