summary of suggestopedia

Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. The method has been used in different fields of studies but mostly in the field of foreign language learning.

Lozanov says that by using this method one can teach languages approximately three to five times as quickly as conventional methods. However, it is not limited to the learning of languages, but language learning was found to be a process in which one can easily measure how much and how fast something is learned.

suggestopedia is a system for liberation,” the liberation from the “preliminary negative concept regarding the difficulties in the process of learning” that is established throughout their life in the society. Desuggestopedia focuses more on liberation as Lozanov describes “desuggestive learning” as “free, without a mildest pressure, liberation of previously suggested programs to restrict intelligence and spontaneous acquisition of knowledge, skills and habits.” The method implements this by working not only on the conscious level of human mind but also on the subconscious level, the mind’s reserves. Since it works on the reserves in human mind and brain, which are said to have unlimited capacities, one can teach more than other method can teach in the same amount of time.

Teachers should not act directive although this method is teacher-controlled but not students- 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.”

in practice :
Deciphering: The teacher introduces the grammar and lexis of the content.

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. Music (“Pre-Classical”) is played 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.