Suggestopedia

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Suggestopedia is a teaching method developed by the Bulgarian

psychotherapist Georgi Lozanov. It is used mostly to learn foreign languages.
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".[1] 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.

Contents

 1In practice
 2Teachers

 3Method for children (preventive Suggestopedia)

 4Side effects

 5Criticism

 6Later variations

 7References

 8External links

In practice[edit]
Physical surroundings and atmosphere in classroom are the vital factors to make sure
that "the students feel comfortable and confident",[2] 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.[1][3]
Deciphering: The teacher introduces the grammar and lexis of the content. In most
materials the foreign language text is on the left half of the page with a translation on
the right half, i.e. meanings are conveyed via the mother tongue not unlike the bilingual
method.
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.
Baroque music 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.[1][3]
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".[1]
Production: The students spontaneously speak and interact in the target language
without interruption or correction.

Teachers[edit]
Teachers should not act in a directive way, although this method is teacher-controlled
and not student-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." [1] In the concert session, they should fully include classical art in their
behaviors. Although there are many techniques that the teachers use, factors such as
"communication in the spirit of love, respect for man as a human being, the specific
humanitarian way of applying their 'techniques'" etc. are crucial.[3] The teachers not only
need to know the techniques and to acquire the practical methodology completely, but
also to fully understand the theory, because, if they implement those techniques without
complete understanding, they will not be able to lead their learners to successful results,
or they could even cause a negative impact on their learning. Therefore, the teacher
has to be trained in a course taught by certified trainers.
Here are the most important factors for teachers to acquire, described by Lozanov. [1]

1. Covering a huge bulk of learning material.

2. Structuring the material in the suggestopedic 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 a highly regarded professional, reliable and credible.
 4. The teacher should have, not play, a hundred percent expectation of positive
results (because the teacher is already experienced even from the time of the
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, classical arts, and pleasure.

Method for children (preventive Suggestopedia)[edit]

The method for Adults includes long sessions without movement,[1] 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.[3]

Side effects[edit]
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.[1]

Criticism[edit]
Suggestopedia has been called a "pseudo-science".[4] It depends, in a sense, on the
trust that students develop towards the method. Lozanov never admitted 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.[5] Furthermore,
several other features of the method – like the 'nonconscious' acquisition of language,
or bringing the learner into a childlike state – are questioned by critics.
Lukesch claims that Suggestopedia lacks scientific backing and is criticized by
psychologists as being based on pseudoscience.[6]

Later variations[edit]
Suggestopedia yielded four main offshoots. The first – still called Suggestopedia, and
developed in eastern Europe – used different techniques from Lozanov's original
version. The other three are named Superlearning, Suggestive Accelerated Learning
and Teaching (SALT), and Psychopädie.[7] Superlearning and SALT originated in North
America, while Psychopädie was developed in West Germany.[7] While all four are
slightly different from the original Suggestopedia and from each other, they still share
the common traits of music, relaxation, and suggestion.[7]
Those variants of Suggestopedia mentioned above are too far from the original concept,
and are based on the early experiments, which were left behind during the new
improvements of the method.[citation needed]