Suggestopedia (1980s-1990s)

1. Suggestopedia (1980s-1990s)

2. A short introduction • stimulates the whole person • undoes blocks • goes rapidly forward • gives creative solutions • encourages relaxation • strengthens self-image • talks to all the senses • optimizes learning

3. A short introduction • propagates talent • enhances learning • dramatizes material • includes pictures, music and movement • addresses the whole person

4. Background • Suggestopedia or Multi-Level Learning • An educational method developed by Bulgarian scientist Georgi Lozanov and based on a modern understanding of how the human brain works and how we learn most effectively. • It was originally applied mainly in foreign language teaching • It is often claimed that it can teach languages approximately three times as quickly as conventional methods.

5. Background • It improves physical health, and bring substantial benefits in personality and motivation (research from Finland). • It can also effect radical changes in the way people approach creative thinking, problems and conflict.

6. Key Elements of Suggestopedia • A rich sensory learning environment (pictures, colour, music, etc.) • A positive expectation of success and the use of a varied range of methods: dramatized texts, music, active participation in songs and games, etc.

7. Four main stages 1. Presentation 2. First Concert—“Active Concert” 3. Second Concert—“Passive Review” 4. Practice

8. Presentation • A preparatory stage in which 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.

9. First Concert–“Active Concert” • This involves the active presentation of the material to be learnt. For example, in a foreign language course there might be the dramatic reading of a piece of text, accompanied by classical music.

10. Second Concert–“Passive Review” • The students are now invited to relax and listen to some Baroque music, with the text being read very quietly in the background. The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material.

11. Practice • The use of a range of games, puzzles, etc. to review and consolidate the learning.

12. Function of music • Gaston (1968) claimed that music can (1) facilitate the establishment and maintenance of personal relations; (2) to bring about Increased self-esteem through increased self-satisfaction in musical performance; and (3) to use the unique potential of rhythm to energize and bring order.

13. Function of music • He use music to relax learners, to structure, to pace and to punctuate the presentation of linguistic materials.

14. Approach

15. 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.

16. Theory of Language • The emphasis on memorization of vocabulary pairs—a target language item and its native language translation—suggests a view of language in which lexis is central and lexical translation rather than contextualization is stressed. • Lozanov emphasizes the importance of experiencing language material in “whole meaningful texts” (Lozanov 1978: 268) and notes that the suggestopedia course directs "the student not to vocabulary memorization and acquiring

17. Theory of Language • habits of speech, but to acts of communication" (Lozanov 1978: 109). Lozanov refers most often to the language to be learned as "the material."

18. Theory of 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" (1978: 267). (Reserves are like human memory banks) There are six principal theoretical components through which desuggestion and suggestion operate and that set up access to reserves.

19. Principles and Description • Authority: People remember best and are most influenced by information coming from an authoritative source. • Infantilization: In the child's role that learner takes part in role playing, games, songs, and gymnastic exercises that help "the older student regain the self-confidence, spontaneity and receptivity of the child.

20. Principles and Description • Double-Planedness: The learner learns not only from the effect of direct instruction but from the environment in which the instruction takes place. (the bright decor of the classroom, the musical background, the shape of the chairs, and the personality of the teacher are considered as important in instruction as the form of the instructional material itself.

21. Principles and Description • Intonation, Rhythm, and Concert Pseudo-Passiveness • Varying the tone and rhythm of presented material helps both to avoid boredom through monotony of repetition and to dramatize, emotionalize, and give meaning to linguistic material.The musical background helps to induce a relaxed attitude which Lozanov refers to as concert pseudo-passiveness.

22. Principles and Description • The type of music is critical to learning success. At the institute Lozanov recommends a series of slow movements (sixty beats a minute) in 4/4 time for Baroque concertos strung together into about a half-hour-‘concert.' He notes that in such concerts "the body relaxed, the mind became alert" (Ostrander et al. 1 979: 74).The rate of presentation of material to be learned within the rhythmic pattern is keyed to the rhythm. Superlearning uses an eight-second cycle for

23. Principles and Description • pacing out data at slow intervals.Supporters reflect that "the minute is divided into sixty seconds and that perhaps there's more to this than just an arbitrary division of time."

24. Design

25. Objectives • Through the use of background music and softly-spoken information students will absorb information at a much higher rate than is otherwise possible. • Students will experience the sensation of controlled relaxation. • Attentiveness is manipulated to optimise learning and recall.

26. Learning Objectives • Left and right brain integration will be enhanced through the power of suggestion, music, relaxation, deep breathing, metaphors and guided imagery. • Self-image will be improved. • The students will have a positive attitude towards learning. • Suggestopedia aims to deliver advanced conversational proficiency quickly. Teachers place a high value on vocabulary recall, memorization

27. Learning Objectives • of vocabulary pairs continues to be seen as an important goal of the suggestopedic method. • To memorize large amounts of target language vocabulary. • To be able to understand target language at the appropriate level through the teacher's presentation of the language material (gestures and intonation.)

28. Language Objectives • To be able to translate target language vocabulary into ones native language. • To be able to gain meaning in the written form of the target language. • To be able to communicate confidently in the target language (at the designated level.) • To be able to apply the language in useful, 'real-life' settings.

29. The syllabus • A Suggestopedia course lasts thirty days and consists of ten units of study, classes are held four hours a day, six days a week. • The central focus of each unit is a dialogue consisting of 1,200 words or so, with an accompanying vocabulary list and grammatical commentary. The dialogues are graded by lexis and grammar.

30. The syllabus • Students are given a new name in the second language and a new biography in the second culture with which they are to operate for the duration of the course. • Written tests are also given throughout the course, and the performance are reviewed on the final day of the course.

31. Types of learning and teaching activities • Activities in the syllabus include imitation, question and answer, and role play—not activities "that other language teachers would consider to be out of the ordinary" (Stevick 1976: 157). • Activities more original to Suggestopedia are the listening activities, which concern the text and text vocabulary of each unit—typically part of the "pre-session phase," which takes place on the first day of a new unit.

32. Types of learning and teaching activities • The students first look at and discuss a new text with the teacher. In the second reading, students relax comfortably in reclining chairs and listen to the teacher read the text in a certain way.

33. Learner Roles (Relaxer, True-Believer) • Students volunteer for a suggestopedic course, but having volunteered, they are expected to be committed to the class and its activities. • Students are expected to tolerate and in fact encourage their own “infantilization.” • Groups of learners are ideally socially homogeneous, 12 in number, and divided equally between men and women. • Learners sit in a circle, which encourages face-to-face exchange and activity participation.

34. Teacher Roles (Auto-hypnotist,Authority Figure) • To create situations in which learners are most suggestible and then to present linguistic material in a way most likely to encourage positive reception and retention by learners. • Lozanov lists several expected teacher behaviors as follows: 1. Show absolute confidence in the method. 2. Display fastidious conduct in manners and dress. 3. Organize properly, and strictly observe the initial stages of the teaching process—this includes

35. Teacher roles • choice and play of music, as well as punctuality. 4. Maintain a solemn attitude towards the session. 5. Give tests and respond tactfully to poor papers (if any). 6. Stress global rather than analytical attitudes towards material. 7. Maintain a modest enthusiasm.

36. The role of instructional materials • Materials consist of direct support materials, primarily text and tape, and indirect support materials, including classroom fixtures and music.

37. Procedure • As with other methods we have examined, there are variants both historical and individual in the actual conduct of Suggestopedia classes.

38. Suggestopedia apprentices uses the Learning Hypothesis • I will learn because I was accepted • I am now a native speaker, I can speak and understand the language • I learned the text during the concert session, I know the language. • The material is getting easier, I must be learning. • I have successfully graduated from a language course, I can use the language.

39. Drawbacks • Teachers following Lozanov's suggestopaedic methods need to be skilled in singing, acting and psychotherapeutic techniques. • Not much authentic material (potentially).

40. Conclusion • Suggestopedia also received a scathing review in the TESOL Quarterly, a journal of somewhat more restricted circulation than Parade (Scovel 1979). • Scovel takes special issue with Lozanov's use (and misuse) of scholarly citations, terminological jargon, and experimental data and states that a careful reading of [Suggestology and Outlines of Suggestopedy] reveals that there is precious little in suggestology which is scientific" (1979: 257).

41. Why Suggestion • The teacher uses both verbal and non-verbal ways to communicate the learning hypothesis: (X) I am doing this, so (Y) I am learning the language; (X) I did, so (Y) I can use the language. This is a necessary and continuous part of suggestopedic teaching.

42. Why Desuggestion • Suggestopedia sees the negative suggestions (Oh, it is too late for me, I am too old,” or “How can I remember that amount? Nobody can!”) from the social-suggestive norm as inhibiting human potential and believes teachers can free their students’ natural potential by replacing existing • Desuggestopedia (the name of this method changed from Suggestopedia to Desuggestopedia to emphasize the importance on desuggesting limitations on learning),

43. Why Desuggestion-Suggestion • Negative suggestions with positive suggestions. This is called the “desuggestive-suggestive process” (Lozanov, 1978, pp. 252-258).