MAKE A SUMMARY ON THE DESUGGESTOPEDIA

INTRODUCTION

The methods present in this and the next chapters are illustrative of that which Celce-Murcia (1991) calls an affective-humanistic approach , an approach in which there is respect for students ‘ feelings. The originator of this method , Georgi Lozanov , believes as does Silent Way’s Caleb Gattegno , that language learning can occur at a much faster rate than ordinarily transpires. The reason for our inefficiency , Lozanov asserts , is that we set up psychological barriers to learning : we fear that we will be unable to perform , that we will be limited in our ability to learn , that we will fail.

Desuggestopedia , the application of the study of suggestion to pedagogy , has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and , thus , to help them overcome the barriers to learning .

EXPERIENCE

The first thing we notice when we enter the classroom is how different this room is compared with all the other classrooms we have been in so far . Everything is bright and colorful . there are several posters on the walls. Most of them are travel posters with scenes from the United Kingdom ; a few , however , contain grammatical information. One has the conjugation of the verb ‘to be’ and the subject pronouns ; another has the object and possessive pronouns. There is also a table with some rhythm instruments on it. Next to them are some hats , masks, and other props.

The teacher greets the students in Arabic and explains that they are about to begin a new and exciting experience in language learning. She says confidently , ‘You won’t need to try to learn. It will just come naturally.

‘First , you will all a get to pick new names –English ones. It will be fun , ‘she says. Besides , she tells them. They will need new identities (ones they can play with ) to go along with this new experience. She shows the class a poster with different English names printed in color in the Roman alphabet. The students are familiar with the Roman alphabet from their earlier study of French. There are men’s names in one column and women’s names in another. She tells them that they are each to choose a name. She pronounces each name and has the students repeat the pronunciation. One by one the students say which name they have chosen and the teacher appears pleased with their choices.

Next , she tells them that during the course they will create an imaginary biography about the life of their new identity. But for now , she says , they should just choose a profession to go with the new name. using pantomime to help the students understand. The teacher acts out various occupations , such as pilot , singer , carpenter , and artist. The students choose what they want to be.


REVIEWING THE PRINCIPLES


Let us now follow our usual procedure of reviewing the principles of a method by answering our ten questions.

1. What are the goals of teachers who use Desuggestopedia ?
2. What is the role of the teacher ? what is the role of the students ?
3. What are some characteristics of the teaching / learning process ?
4. what is the nature of student-teacher interaction ? what is the nature of
student-student interaction
5. How are the feelings of the students dealt with ?

etc



REVIEWING THE TECHNIQUES AND THE CLASSROOM SET-UP



If you find Desuggestopedia’s principles meaningful . you may want to try some of the following techniques or to alter your classroom environment. Even if they do not all appeal to you , there may be some elements you could usefully adapt to your own teaching style.


- Classroom set-up
- Peripheral learning
- Positive suggestion
- Choose a new identity


CONCLUSION


What connection , if any , can you make between Desuggestopedia and your approach to teaching ? Does it make sense to you that when your students are relaxed and comfortable , their learning will be facilitated ? should the teacher’s role be one of being a respected and trusted authority ? should direct and indirect suggestions be used ? should learning be made as enjoyable as possible ? which , if , any , of the other principles of Desuggestopedia do you accept ?