In Memoriam SUGGESTOPEDIA: THE BULGARIAN …optima-bg.org/docs/SUGGESTOPEDIA_PLENARY.pdf · To...

A S S O C . P R O F . D R G A L Y A M A T E V A

In MemoriamSUGGESTOPEDIA: THE BULGARIAN

CONTRIBUTION TO ELT

Professor Lozanov was one of those scientists.

Can you imagine living

in a world where there

was not a scientist to tell you that you can do better, you can reach

further, you can jump higher?

AIMS OF THE PLENARY TALK

To present ELT suggestopedia from the insider`s point of viewTo bring in focus the “classical” period of suggestopedia(1974-1985) and its international impact on communicative language teaching To discuss suggestopedia within its theoretical, practical but also broader institutional context To interpret its assumptions, achievements and underdeveloped areas from a contemporary ELT perspective To reveal some of the insightful thoughts of its learners and teachers of the period

Assoc. Prof. Dr Galya Mateva, BETA conference, 2013

PRESENTATION OVERVIEW

The talk will touch upon and hopefully provoke thoughtsand feelings on:

The personality of Prof. Lozanov and the Institution he created Suggestopedic language teaching: the theoretical assumptions underpinning enhanced communicative capabilities The suggestopedic language course: stages and rituals The ELT suggestopedic syllabus and course book The impact of ELT suggestopedia on teachers and learners: can we really learn/teach more and better? The international impact of suggestopedic ELT


Professor Lozanov

Psychiatrist with a Ph.D. on Suggestology

Additional qualification in pedagogy

Combative spirit, a real fighter

Communication skills and personal charisma

Unpredictable fiery temper

Awe and respect inspiring personality

Uncompromisingly hard working scientist

Creator of suggestology and suggestopediaAssoc. Prof. Dr Galya Mateva, BETA conference, 2013

The Research Institute of Suggestology created and managed by Prof. Lozanov

Interdisciplinary Board of scientists

Director

Vice director

Research (academic) staff

Teachers

Technical assistants (support staff)

Cleaners

Door man/security Assoc. Prof. Dr Galya Mateva, BETA conference, 2013

The Research Institute of Suggestology

The Institute of Suggestology: The suggestive factors of the exterior and interior

The Garden

The Classrooms

The Control Room

The Staff premises

The Reception Area

The Bathrooms


AN ATTEMPT TO BUILD A MODEL OF A PEDAGOGIC

INSTITUTIONI N T E G R A T I N G P R A C T I C E A N D R E S E A R C H

D E V E L O P I N G T H E H U M A N P O T E N T I A L

The Research Institute of Suggestology

Suggestopedic assumptions of language learningfor communicative purposes

Can you imagine a mother teaching L1 to her child by:Teaching the language two times 90 minutes a week Teaching each time a small portion of the language Correcting each mistake and providing repetitive

corrective practice Focusing solely on the language activity each time by

providing extensive explanations Never resorting to games, songs and fun activities Always teaching one- to -one


Developing the human potential through whole brain, natural learning

Intensifying all language teaching and learning processes Intensifying socialisation/group interaction processes Using a complex of positive suggestions to organise the language communication Activating the whole brain (left and right hemisphere, conscious and paraconscious processes)Activating the best (most appropriate for learning) of the multiple personalities in everyone Integrating language teaching and art (music, literature, painting) at all stages Stimulating the affective (child-like) language learning through relaxing, enjoyable activities Bringing all the above in synchrony and letting language learning/acquisition happen


THE BRAIN CHALLENGE: Uniquely suggestopedic

Achieved by: Compressing large amounts of linguistic and cultural information in memorable “chunks” Shifting the focus from the global linguistic information (presentation) to its parts and back to the global (practice)Presenting and practising language at discourse level (through a literary plot and emotionally involving situations) Presenting and practising language through ART (music,drama) (offsetting effect against the heavy information load) Using effectively passive knowledge (to be integrated with active)Using effectively the peripheral perceptions (saves energy and time)Making active use of learning at different levels of conscious/paraconsciousactivityConcentrating and relaxing at the same time Combining playfulness with cognitive and social maturity


THE BRAIN CHALLENGE: UNIFYING OPPOSITES

HEAVY INFORMATION LOAD (LANGUAGE AND CULTURE)GLOBAL APPROACH TO LINGUISTIC UNITSLEFT HEMISPHERIC ACTIVITIES (LANGUAGE ANALYSIS)

CENTRAL PERCEPTIONS (HIGHLIGHTED KEY STRUCTURES IN THE BOOK)ACTIVE GRAMMAR AND VOCABULARY KNOWLEDGELANGUAGE LEARNING

MUSIC AND ART AT ALL STAGES OF ELTPARTIAL APPROACH TO LINGUISTIC UNITSRIGHT HEMISPHERIC ACTIVITIES (SPEAKING, ROLE PLAYS AND GAMES)

PERIPHERAL PERCEPTIONS (WALL CHARTS WITH LANGUAGE STRUCTURES) PASSIVE GRAMMAR AND VOCABULARY KNOWLEDGE LANGUAGE ACQUISITION


Preparation of teachers to embrace the “brain challenge”

Weekly seminars (methodology issues, voice training, etc.)Thorough preparation for each course of 100 hours (25 days, four 45 min hours per day)4 courses per year per teacher At least a month`s break between the two courses Teachers work on tests and course reports, do library work, analyse experimental data during that timeTeachers replenish their emotional and mental resources and get ready for the next unique teaching and learning experience A different reality- full-time paid teachers and non-paying students Students` motivation for the course: to read in English, to communicate in English


The stages of the suggestopedic ELT course

The Introduction: the scenario, the new identity and the hidden linguistic information The first concert reading session: revealing situations within the plot of the book (with abundant lexical and grammatical items) by “singing the language” The second concert reading session: restoring the natural intonation, relaxing, consolidating meaning) The first elaboration stage: teacher led reproductive activities modelled on the situationsThe second elaboration stage: student led productive activities (student generated stories), transfer of linguistic information


The crucial first day: a hologram of the course

If you believe in your new identity, they will follow you If you enjoy singing, they will follow youIf you enjoy dancing, they will follow you If you role play with pleasure, they will follow you If you become one of them, steady partnership relations will be built If you remove their speaking barriers, communication channels will be open If you integrate artfully grammar and vocabulary into the GAME, nobody will feel overwhelmed with the bulky input (min. 800 lexical and grammatical items + numerous collocations and phrases)


Have mercy! I am a beginner!


No problem! We are holding the right key!

The artistic means of Suggestopedia were developed by Prof. Evelina Gateva, a close associate of Prof. Lozanov


The first concert session

We learn the piece of classical music and emphatize with its mood and emotions We follow the melody line, rhythm and try to be one of the instruments (it might clash with actual content)We make a pause after each line to allow sufficient time for reading the translation in L1 and processing the additional linguistic information We read the underlined active language items by trying to single them out We articulate clearly and maintain eye contact with the learners We need stamina and professionalism to finish with a smile a 25 page Act One (running in a narrow column)


English textAdditional linguistic information

J.F.And what is your profession, MrsFreeman?

I.Fr.I am a teacher. I teach literature. Poetry is my great love. My parents are teachers too.In mathematics and history. So, it`s a family tradition. And can you guess my husband`s profession?

J.F.Ha! Let me see…No, I can`t guess. Must I really?

Subjects (physics, chemistry, geography,

geometry, grammar, music, languages)

Modal verbs I can (may, must)You can (may, must)He, she, it can (may, must)We, you, they can (may, must) Can I?May I ?Must I?

TRAVEL WITH FRIENDS, A. KARASLAVOVA, 1980Excerpt from ACT ONE, DAY ONE


lANGUAGE FUNCTIONS

Present continuous/simple

To be

To have

There is/there are

Future simple

Modals (can, must, may)

Articles

Pronouns

Numerals

Introducing Greeting Asking/telling about family Asking/telling about work, profession, interests and hobbiesDescribing people and places Asking/telling about future plans Asking/telling about countries and nationalities Travelling by air Talking about the weather Telling the time Expressing preferences about food and drinks , etc.

ACT ONE SYLLABUS: Half of A1 level in three days


The suggestopedic book: structure

Graded linguistic input organised in 8 Acts of a “play” with a multitude of situational dialogues

L2 text in a column on the left and corresponding L2 text on the right

Presentation of language at discourse level (except the grammatical paradigms and thematic lexical groups )

Each act is supplemented by a descriptive reading text recycling language in a new situation/format

Each act is supplemented by didactic songs

A Grammar reference section is provided


Students Teachers

Inductive but holistic approach to grammatical structures through plenty of examples in real life situationsSpontaneous acquisition of a great number of lexical chunks by presenting numerous lexical items, collocations and phrases (approx. 2000 new words in the book) A great variety of topics and language functions Abundance of literary excerpts (taken from authentic poems and prose) Rich cultural information

Enjoyed immensely the process of creative writing of course booksStudied grammar books and frequency of lexical itemsStudied British literature sources Studied British painting and art and looked for suitable reproductions to illustrate the characters and situationsStarted writing simple poetry pieces in English The real challenge was in combining the linguistic and artistic demands

The Suggestopedic book: a means of unlocking students` and teachers` potential abilities

Suggestopedic ELT results confirmed by experimental data

Entrance/exit tests including communicative interview and translating an authentic piece of literary text

80-90% achievement rate (communicative task and linguistic accuracy) after analysing the (recorded and transcribed) oral test results and translation

Mid-course tests testifying to high achievement rate of passive knowledge

End-of-course artistic performance in English


Suggestopedic ELT results confirmed by learners in end-of-course feedback

Admitted on average 85% of acquired passive and 60% active knowledge

Entirely positive attitude towards all the stages of the learning process

Appreciation of the concert sessions and didactic songs

Positive attitude towards the games and role plays

The highest appreciation given to the suggestopedicteacher


The suggestopedic teacher (based on students` comments : a sample of 30 courses and 345 learners)

Extremely devoted and dedicated

Unbelievably tolerant and understanding

Highly qualified and experienced

Smiling, relaxing, encouraging

Artistic, with a sweet, melodious voice

With superb communication skills

With a sense of humour

The perfect teacher and the perfect human being


The learning process Overall impact

I learned how to communicate in English (in a month) I recalled words and phrases spontaneously at wok and at home I even remembered effortlessly whole passages from the text I started to dream in English It was fun studying grammar because it was hidden in the text I felt that all my barriers to speaking had been removed I could express a thought in several waysThis is the best way to get the basics of grammar and spoken English

Self-confident and filled with self-respect

Tolerant, considerate and caring to others

Relaxed and balanced

Vital, energised

Intellectually capable

Willing to study and work

Improved health (positive effect on headache, insomnia, high/low blood pressure, irritability )

Suggestopedic students` feedback(a sample of 30 courses and 345 learners)


Beliefs and values Teaching styles

To regard the process of learning as a constant switch from conscious to paraconscious brain activities To consider it equally easy to remember 20 out 100 as 10 out 50 lexical items To be devoted to teaching to the point of entirely forgetting your personal problems and reality To regard each learner as a unique personality capable of doing more and better

To transfer linguistic information engaging the central and peripheral perceptions of studentsTo present lexis, grammatical and cultural items in large information chunks in order to challenge students` potential and accelerate learning To integrate art at all presentation and practice stages of learning To organise each lesson at discourse level so that the linguistic activities are disguised in the process of communication To work with long, topic-based texts tied into a plot and improvise your own activities based on them To maintain continuous role play during the course

Suggestopedic teachers` feedback (based on published research)

The Humanistic potential of suggestopedic ELT

The accelerated development and enhanced performance of the personality in terms of one`s:

Memory and general intellectual capacity

Communicative ability

Creative use of language

Positive emotions

Relationship building

Improved health and sense of well-being


The International impact

A great number of suggestopedic centres all over the world (Austria, Russia, Finland, Sweden, USA, Canada, Japan, Lichtenstein, etc.)

Hundreds of trained language teachers

A number of associations/foundations established (Bulgaria, Australia, Mexico, France, Germany, UK, USA, Austria, Finland)

International conferences in Helsinki, Moscow, Tokyo, Italy, Austria (25 countries represented in Salzburg)

Hundreds of publications

Books on ELT methodology include suggestopedia(Richards&Rodgers, Larsen-Freeman, Cook, Stern, Stevick, Harmer, etc.)


Further research and experimental data needed (the ELT perspective)

The authenticity of texts and language in generalThe optimal gradation of the grammatical structures within the plotThe frequency order of the lexical chunks The creation of optimal recycling opportunities The ratio between active and passive vocabulary The practice of the elements within the global The underdeveloped writing skills The opportunities for extensive reading and listening practice outside the course The integration of technology into suggestopedic ELT and learning


T H A N K Y O U !

G A L Y A M A T E V A @ H O T M A I L . C O M

SUGGESTOPEDIA: HUMANISM AND HARMONY IN ELT

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