1. Desuggestopedia
Ms. Rasha Ali

2. Introduction
Celce-Murcia (1991) calls an affective-humanistic approach. There’s respect for student’s feelings in this approach. Desuggestopedia has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying, and to help them overcome the barriers to learning.

3. How to apply it?
You need the followings: 1- posters around the class walls. 2- encouraging your students as much as you can 3- handouts “dialog” 4- important info. Are in bold print 5- native language translation of the dialog 6- music while reading the dialog 7- students can play different characters from the dialog 8- questions and answers teacher-students 9- correct students’ errors in a soft voice.

4. Method principles
A- teacher’s goal: To run quick the process by which students learn to use a foreign language. In order to do that more of the students’ mental powers must be used “tapped”. B- teacher’s role: She/he is the authority in the classroom. Students must trust and respect her.

5. C- students’ role: Students must trust their teacher
C- students’ role: Students must trust their teacher. This will help them to memorize information better. D- teaching/learning characteristics: 1- conduct in a bright & cheerful classroom. 2- posters displaying grammatical information. 3- the posters are changed every few weeks. 4- students select TL names & choose new occupations. 5- the dialog is translated in the students L1. 6- some notes on vocabulary and grammar.

6. E- S-T / S-S interaction: The teacher starts interactions with the whole group of students & with individuals from the beginning. The students can only respond nonverbally or with a few TL words they have practiced. F- students’ feelings: A great deal of attention is given to students’ feelings in this method. Psychological barriers that students bring with them is considered very important too.

7. H- language/culture viewed: Language is the 1st of two planes in the two-plane process of communication. The culture which students learn concerns the everyday life of people who speak the language. I- areas of language/skills emphasized: Vocabulary, grammar “minimally”, speaking communicatively, reading & writing too “dialog”. J- students’ L1 role: Students’ L1 translation is used to make the meaning of the dialog clear. In class too if it necessary.

8. K- evaluation: Conducted in class performance and not through formal tests which would threaten the students’ relaxed atmosphere. L- teacher respond to students’ errors: Errors are corrected gently using a soft voice.

9. Method’s techniques
Classroom set up Peripheral learning “environmental” Positive suggestion Choose a new identity Role play 1st concert (active concert) 2nd concert (passive concert) Primary activation Creative adaptation