TESOL Methodology Week 5: Lecture A Review Quiz: Silent Way

TESOL Methodology Week 5: Lecture A Review Quiz: Silent Way
Commentary on Homework Desuggestopedia

Review Quiz * 1 Question One In the Cognitive Code Approach, what
characterizes language learning? a) forming & testing hypotheses b) using error-free language c) repeating until perfection is attained d) habitual verbal behavior 정답: A

Review Quiz * 1 Question Two
Which is not an important aspect of the learning process in SW? a) cognition b) memorization c) awareness d) discovery 정답:

Review Quiz * 1 Question Three What is meant by the “spirit” of a
language? a) grammar rules b) inner criteria c) functional vocabulary d) melody and rhythm 정답: Both C & D

Review Quiz * 1 Question Four Development of inner criteria leads
a) increased reliance on teacher b) self-correction of production c) quantity, not quality d) mediating physical objects 정답: B

Review Quiz * 1 Question Five
Which of the following is not part of the standard repertoire of SW classroom materials & techniques? a) dialogues b) sound-color chart c) Cuisenaire rods d) pointing & gestures 정답: A

* 1 Homework Commentary Do you agree that Ts should be as silent as possible? Please describe any learning or teaching experiences that shape your opinion. Ss should speak more than T T needs to model esp. pronunciation I need to see how words are formed Colors / sounds associations are not helpful for me (activities involving silence)

TESOL Methodology Desuggestopedia Intro & Background
Principles & Characteristics

Intro & Background 1 1 Suggestopedia or Desuggestopedia?
Desuggestopedia was originally known as Suggestopedia. Although the practices & characteristics have changed over time and still vary quite a bit among practitioners, these two terms both appear in the literature, so you can think of them as the “same” method. We will abbreviate “Desugg”

Intro & Background 1 1 Creator of Desugg: Georgi Lozanov
Bulgarian psychiatrist-educator Claimed that LL can occur at a much faster rate than normal Inefficiency caused by psychological barriers to learning We fear that we will… Be unable to perform Be limited in ability to learn FAIL

Intro & Background 1 1 Creator of Desugg: Georgi Lozanov
Result: we do not use full mental powers (only 5-10% of full capacity) Limitations can be “desuggested” or removed through the techniques of Suggestology Desuggestopedia aims to help Ss eliminate the feeling that they cannot be successful and to overcome the barriers to learning

Intro & Background 1 1 Video Intro: What is Suggestopaedia?
In this video you will see Georgi Lozanov himself discussing the benefits of Suggestopedia, as well as the results of a study on the method conducted by UNESCO. He is speaking in Bulgarian, with English subtitles.

Intro & Background 1 1 Video Intro: What is Suggestopaedia?
Things to look for Claims of Desugg’s effectiveness Academic authority of method Children’s learning process Success with reading instruction Results of UNESCO study

Intro & Background 1 1 Video Summary: Quotes
“Children learn to read without being taught. We put decorations on the walls, pictures.” “Subconsciously they have perceived the picture and the word beneath it.” “Really fast! 5 to 10 times faster than any other methodology.” “In one school year they took two school years without any homework.”

Use your brain, follow your heart. This is Suggestopaedia.
1 1 Intro & Background Video Summary: Quotes “It looks fantastic, incredible, maybe even like deception.” UNESCO: “This is the best methodology in the world and it should be immediately applied everywhere.” Use your brain, follow your heart. This is Suggestopaedia.

Intro & Background 1 1 Suggestology
A “science” created by Lozanov, concerned with the systematic study of non-rational and non-conscious influences that humans respond to Suggestology tries to harness & redirect these influences to optimize learning Lozanov claimed learning is accelerated by 25 times more than normal

Intro & Background 1 1 Suggestology
Influenced by yoga & Soviet psychology Raja-yoga: use of rhythmic breathing, techniques for altering states of consciousness & concentration Soviet psychology: all Ss, whether “gifted” or not, can be taught the same subject matter at the same level of skill. Desugg works whether or not Ss spend time on outside study.

Principles & Characteristics
2 1 Principles & Characteristics Basic Objectives Tap into our extraordinary mental reserves to increase learning potential Accelerate the process by which Ss learn to understand the TL for communication Provide a relaxed & comfortable learning environment which removes psychological barriers to learning imposed from without and within

2 1 Principles & Characteristics Music & Rhythm: Central to LL Functions of music in therapy is to Form & maintain personal relations Increase self-esteem through self-satisfaction in performance Use unique potential of rhythm to energize & bring order In Desugg, music used to relax learners and to structure, pace and punctuate presentation of linguistic material

2 1 Principles & Characteristics Theoretical Principles AUTHORITY People remember best and are most influenced by information coming from an authoritative source Ritual placebo system: scientific-sounding language, highly positive experimental data, true-believer teachers are authoritatively appealing

2 1 Principles & Characteristics Theoretical Principles AUTHORITY Publicized accounts of success lend Desugg authority Self-confidence, personal distance, acting ability and highly positive attitude give an authoritative air to Desugg teacher Ss give over complete control & authority to teacher

2 1 Principles & Characteristics Theoretical Principles INFANTILIZATION T-S relation is similar to parent-child Ss enter a childlike state Initiated by participation in role playing, games, songs, physical movement Goal: regain the self-confidence, spontaneity and receptivity of the child

2 1 Principles & Characteristics Theoretical Principles DOUBLE-PLANED COMMUNICATION Conscious plane encodes the linguistic message Subconscious plane includes extralinguistic factors: bright décor, relaxing yet stimulating musical background, comfortable shape of chairs, and personality of T When unity between two planes is achieved, learning is enhanced

2 1 Principles & Characteristics Theoretical Principles INTONATION, RHYTHM, CONCERT PSEUDO-PASSIVENESS Dramatize, emotionalize and give meaning to linguistic material Increase alpha brain waves, decreases blood pressure & heart rate Induce a relaxed attitude – pseudo passive state is optimal for learning, relieves anxieties & tension, raises power of concentration

2 1 Principles & Characteristics 7 Laws of Suggestopedia/Reservopedia This current view presents Desugg as a teaching-learning cycle embracing non-manipulative suggestion. (1) Love Creates serenity & trust Contributes to prestige of teacher Opens ways of tapping LL ability

2 1 Principles & Characteristics 7 Laws of Suggestopedia/Reservopedia (2) Freedom Empowers T to exercise judgment Allows T to adapt material to particular traits & needs of each group Gives Ss the choice to participate in activities or not (3) Conviction of the Teacher that Something Unusual is Taking Place. Inspires & motivates T and Ss

2 1 Principles & Characteristics 7 Laws of Suggestopedia/Reservopedia (4) Manifold Increase of Input Volume Input 2-3 times louder than normal “Massive input flooding” improves retention (5) Partial through Global Avoid isolation of linguistic elements Present language in an integrated fashion (cf. Whole Language Approach)

2 1 Principles & Characteristics 7 Laws of Suggestopedia/Reservopedia (6) The Golden Proportion Proper & artful balance of parts & whole enhances learning capacity T’s goal is to seek that “golden proportion” (7) Use of Classical Art & Aesthetics Emit non-conscious stimuli Abundance of peripheral perceptions

2 1 Principles & Characteristics Expectations of Desugg Teachers Lozanov said that particular behaviors promote suggestibility and encourage positive reception & retention Show absolute confidence in the method. Display fastidious conduct in manners & dress.

2 1 Principles & Characteristics Expectations of Desugg Teachers Organize properly and strictly observe the initial stages of the teaching process – this includes choice and play of music, as well as punctuality. Maintain a solemn attitude toward the session. Stress global rather than analytical attitudes toward material. Maintain a modest enthusiasm.

Next Time Desuggestopedia Demo Lesson

TESOL Methodology Week 5: Lecture B Video: Desggestopedia Demo
Lesson Analysis Techniques & Applications Homework Questions

Video: Desuggestopedia
1 1 Video: Desuggestopedia Video Introduction In this video, you hear general comments from Professor Diane Larsen-Freeman, followed by an intro to Desuggestopedia. After this intro, you will observe a Desuggestopedia demo lesson taught by SIT instructor Lisa Sparrow to a group of adult English language learners from various countries around the world.

1 1 Video: Desuggestopedia Video Introduction Things to look for Classroom environment: visual & aural T’s attitude & reassuring words Variety of games & activities Physical involvement of Ss Dramatization techniques Total viewing time 23:02

1 1 Video: Desuggestopedia After the Video How did the T attempt to desuggest the Ss’ psychological limitations, either directly or indirectly? What was the purpose of the ball game and the use of colored cards? How did each type of music make you feel? How do you think it affected the Ss? What was the role of dramatization in the lesson? How was it done?

Lesson Analysis 2 1 Exploratory Questions
For this week’s demo lesson analysis, we will focus on only a few of the ten questions of the Exploratory Framework: Goals of the Method/Teacher and the Teaching/Learning Process. These aspects are where the most unique characteristics of Desugg

Lesson Analysis 2 1 1. Goals of Teacher/Method
The more confident the Ss feel, the better they will learn. T tries to desuggest psychological barriers to learning to allow Ss to tap into their full mental abilities. SLT (indirect desuggestion) – warm attitude and reassuring voice suggest that learning is comfortable & relaxing

Lesson Analysis 2 1 1. Goals of Teacher SLT (direct desuggestion)
“See how easy English is going to be.” “You’re very smart! Have you noticed?” “This is easy, isn’t it? Yeah, it is easy.” “Piece of cake!” “Very well done!” (after performance) “Is this very difficult?” (before dictation) Ss response: “Yes” / “No!” / “No way!” “I am not worried about it.”

Lesson Analysis 2 1 1. Goals of Teacher
T Seeks to activate Ss’ imagination through words, which aids learning SLT: Evocative descriptions “You’ll like this music, it reminds me of the early morning.” “Pretend you’re back home in your apt and its Saturday morning…you don’t have to go anywhere. “ “Listen to it and try to bring the images back of what I did”

Lesson Analysis 2 1 3. Teaching / Learning Process
Learning is facilitated in a pleasant, comfortable environment. SLT: Special atmosphere created by T features different types of music, colored charts & posters (including dramatic scenery of NYC), props for role-playing, plants

Communication takes place on two planes. Learning is enhanced by unity between these two planes. SLT: Conscious Plane (encodes linguistic message) – narrative of the lesson, past tense forms, pronunciation rules

(Two planes of learning) SLT: Subconscious Plane (factors complementing linguistic message) T’s actions and soothing voice Stimulating & relaxing music Physical motion of role playing & games: “If you can do an action, that will help you remember more of the vocabulary.”

Means of activating material should be varied and playful. Dramatization is one playful way of doing this. Fantasy reduces barriers to learning. SLT: The text is acted out first by T, then all together, later with partners (one read while one acts), then a single S performance accompanied by music

Repetition should be avoided. SLT: During one of the readings, the Ss initial instinct was to do L&R, but T quickly shifted and said “keep reading with me,” and continued the reading together, along with actions.

Games help create a playful atmosphere, facilitating infantilization and indirectly suggesting that learning can be fun. SLT: Verb tense game with ball, can also be played as a Q&A activity SLT: Pronunciation activity – pink & blue cards, colored charts

A pseudo-passive state such as that experienced when listening to a concert is ideal for overcoming psychological barriers and taking advantage of learning potential. SLT: The concert session is one of the most characteristic aspects of SP.

SLT: Concert Phase – T acts out reading with musical accompaniment “Relax…take a deep breath, be grateful for the nice beautiful morning” Notice the students during the concert, it looks almost like they’re in a trance. Later: “You’re relaxing too much! We need to be relaxed and alert.”

Techniques & Applications
3 1 Techniques & Applications Classroom Setup Positive! Bright & cheerful Posters of TL culture & scenic spots Plants, props, toys for games Comfortable chairs Grammar Info (peripheral learning)

Techniques 3 1 Peripheral Learning
Sponge effect: Ss effortlessly absorb facts peripherally Posters with grammatical information Calling attention to posters is optional Posters rotated periodically, can be synchronized with class content

Techniques 3 1 Positive Suggestion
Positivity is the key – yes, we can! Goal: help Ss break down unconscious barriers to learning Direct suggestion –Learning is easy! You will be successful! Indirect (more powerful) – T chooses content with positive, encouraging, motivational messages (cf. NLP)

Techniques 3 1 Create New Identities Ss choose TL names & occupations
Develop biographies about fictional selves: hometown, childhood, family Building a new “language ego” immerses S in TL world Do role-plays using new identity

Techniques 3 1 Receptive Phase: First Concert Before Music
Ss sit in special comfortable chairs (with optional relaxation exercises) T distributes specially prepared texts: dialogue in TL with (if appropriate of learners) L1 translation T introduces dialogue story T may draws Ss attn to vocab or grammar or T may not

Techniques 3 1 Receptive Phase: First Concert With Music
Classical music begins (early Romantic period). At first Ss just listen to music, no other sounds. T reads dialogue: slow, dramatic, loud Intonation synchronized with music – T’s voice rises and falls matching melody & rhythm

Techniques 3 1 Receptive Phase: Second Concert
Ss put scripts aside, just listen T reads dialogue at normal speed & rhythm with background music (pre-Classical or Baroque) After concert, students silently leave the room No HW: just read dialogue once before bed and again upon waking

Techniques 3 1 Active Phase: Primary Activation
Ss playfully reread TL dialogue out loud, individually or in groups One reads, the other acts it out “Broadway Audition” – as dramatic and flamboyant as possible Groups take turns acting different version of dialogue: sadly, angrily, cheerfully, sarcastically, slow-motion…

Techniques 3 1 Active Phase: Creative Adaptation
Spontaneous, playful exploration of language Varied activities: singing, dancing, dramatizations, games Always keep things “fresh” Use balls and other fun objects & motions – childlike state Ss focus on communicative intent rather than linguistic form

Homework Questions 4 1 Question 1
One of the primary aims of Desuggestopedia is to help students rid themselves of the barriers to learning. What are dome common barriers to learning that Korean students face? How could you adapt some the techniques in this method to your Korean classes?

Do you think it is a good idea for learners to construct “new identities” in the language classroom? If so, why? And what is the best way to do it? If not, why not?

In this program you will talk a lot about putting Ss at ease, building rapport, establishing a positive learning environment, and creating a safe and comfortable class. So, what can a teacher do to achieve these aims in class so that students learn better?

Have you ever been in a classroom in which the teacher used “peripheral learning” as a way to help students learn? What did the teacher have on the walls? Have you, yourself, ever used “peripheral learning” as a teacher? What did you put on the walls?

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TESOL Methodology Week 5: Lecture A Review Quiz: Silent Way

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