Humanistic Approaches to Language Teaching:

from Theory to Practice

MEHJABEEN RAHMAN
1. Introduction:

I think, therefore I am
- Ren Descartes

Language is to live. Language is a gift. Teaching language is a

privilege that is how we teachers can touch many lives. When it
comes about touching and enlightening lives, one particular
language teaching philosophy comes into much discussion and
debate: humanistic approaches, offering suggestions and solution to
the growing tension in teaching and learning situation, came
forward in the 1970s. It aims to give importance to the choice of
individual so that the individual may enjoy a well-developed being
and ultimately contribute towards a well-constructed value oriented
society. Humanistic teaching engages emotion, empathy,
encouragement, and learner involvement. While, proponents
advocate humanism, opponents say learning a language has nothing
to do with these affects. However, these claims couldnt stop the
growing awareness of Humanistic approaches in language teaching.
In this paper, I have explored the history of humanism in education,
and discussed about the effects of humanistic approaches on
language teaching in general and English language teaching in
particular. I have also recalled my teaching experience and looked at
the potential application of humanistic approaches in my teaching
context in Bangladesh.

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2. Humanism
"A musician must make music, an artist must paint, a poet must write, if
he is to be ultimately happy. What a man can be, he must be."
- Abraham Maslow (1954)
Humanistic psychology is an expression of the extreme concern
generated from the growing spiritual, moral, and ethical hollowness
within the modern society. This concern gave birth to a set of
psychoanalysis and psychotherapy theories recognising the physical,
organic, and symbolic reality of human existence in life cycle. This is
an awakening of consciousness in human life where expression of
value, culture, personal decision and responsibility are stressed.
Although this movement, in modern form, started in the late sixties,
the process has its origin back in history (Association for
Humanistic Psychology, 2001). Let us then, start the journey from
the renaissance, the period of enlightenment.
2.1. Origin of Humanistic Education:
During this renaissance, a wave of knowledge emerged from within
the every corner of human life. A religiously non-biased human
needs and intellectual fulfillment was its centre of attention,
developing humanistic philosophy of life. Humanists were
considered culturally enlightened, and free from religious
orthodoxy. Indisputably, this era saw a shift from church to the
academic arena (Bertrand, 2002:44).

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Pratte (cited in Bertrand, 2002:44) compared humanistic education

with that of liberal education. According to him this humanistic
educational theory is the fruit of the thought of Greco-Roman
world modified by the Hebrew-Christian tradition and its main
goal was to create an educational environment that would bring up
homo universal or cultivated gentlemen, well-versed in values
determined by art, language, Literature, culture, moral sense which would direct him to free his inner-self.
This renaissance sway lasted till the twentieth century. But the
aspects of humanism became too rigid. There was too much
importance on learning about science, technology, and
behaviourism. The entire educational system went off too
mechanised and competitive:
learners inner-self and
subjectivity was ignored. A student was rather constructed,
instead of being nurtured, by the demand of the society. Hence,
throughout the twenty first century the need of humanistic
psychology in education came forward in wider discussion, giving
impetus to different perspectives of this view, termed as selfactualising education, spiritualistic education, and group dynamic
education. The endeavour was to create a society where individual
has spiritual freedom with a harmony among mind, body, and soul,
- that is, the person is to be considered as a whole person, where the
need of soul and mind would agree with body, giving it a stress free
state towards a better learning. In order to do that, interaction
between minds within society and learning environment was given
importance. Person-oriented choices would be more important than
the societys choice - these person oriented choices would build a
society that advances choice, growth, and creativity (American
association for humanistic psychology; cited in Bertrand, 2002:304).
Although humanistic approaches do not comply with behaviourism,

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Burden and Williams (1997:30-45) later on interrelated this aspect of

humanism with that of behaviourism in terms of its learning process
through social interaction within a social environment.
In brief, with the concept of human being becoming more humane,
humanism reached its height in the 1970s. It was a great psychophilosophical movement from Freud (1920) to Nietzsche (1883-1185)
to Maslows third force psychology (Burden and William, 1997:3040) - a gradual shift from behaviourism (the first force) to
existentialist psychoanalysis (second force) to personalism giving
birth to modern humanism (Association of Humanistic Psychology,
2001). Thus, emerged a more systematic open education model
called humanistic education offering four models of humanistic
programmes: developmental, self-concept, sensitivity & group
orientation, and consciousness expansion model (Miller, 1976; cited
by Sinclair, 2006). In broad spectrum, school education was its main
area of concentration (Sinclair, 2006). The forerunners of this reawakening in education were the scholars, educators, and thinkers
like Erik Erikson (1963, 1968), Abraham Maslow (1968, 1970) Carl
Rogers (1969); Arthur, W. Comb (1970), and George Isaac Brown
(1975).
2.2. Therapeutic Origin of Humanistic education:
The world's best moment is a calm hour passed
In listening to a friend who can talk well.
How wonderful is life from first to last!
- Al-Ma'arri
During late 60s and 70s, Carl Rogers (1969), a psycho-therapist cum
educator was stirred by the social consequences that were coming
out from the too emphasised intellectual and cognitive learning, a
threatening effect on the self-image of the learner. Roger stressed

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upon the affective factors that a learner should be regarded as a whole

person with emotion and cognition; thus s/he shouldnt feel
unsecured in the learning environment in total. He pointed out that
good teachers carry the quality of a good therapist: empathy,
unconditional regard, and congruence. These are essential to help
students to become fully functioning person who is ready to cope
up with the demands of the modern world. Hence, the teachers
should carry a therapist like responsibility and the students should
be regarded as clients with specific needs (Burden & Williams, 1997;
Brown, 1994:30-40; Sinclair, 2006).
Some educators like Bailey (cited in Brown, 1994:86) and Brown
(1994:86) think that Carl Rogers therapeutic teaching technique
might appear too non- threatening that in the process the purpose
and need of learning might be disappeared. Nevertheless, in its
originality, approach, and humanistic influence, therapeutic
teaching technique is a unique and significant contribution towards
the pedagogical practice and research.
3. Language Teaching Methods based on Humanistic theory:
If you love only those who love you, what merit is there in that?
Luke 6:32 (The Holy Bible)
Broadly discussed in 1970s, humanistic way of language teaching
integrates several methods: they are the Suggstopaedia, The Silent
Way, Community Language Learning (CLL), and Total physical
response (TPR). They are humanistic in the sense that they carry
humanistic attitude and derivate from the similar psychology and
philosophy of education. Praising the affective factors in humanistic
theory Nunan (1991:239, cited by Sinclair, 2006) says, if they are
followed properly, they will surely result in a successful learning,
and its absence in practice will fail any latest theory.

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In the following sections we will look into these love offerings,

made by the pundits, at the Altar of education. In addition, I will
also pencil in my understanding on how this light reflects upon the
English Language Teaching sphere.
3.1. Suggestopaedia:
Light, my light, the world-filling light, the eye-kissing light, heartsweetening light!
Ah, the light dances, my darling, at the centre of my life;
-Tagore, Gitanjali. (1913)
In 1980s a Bulgarian psychologist, Gregori Lozanov, became deeply
concerned about learning anxiety and negative feelings about
learning. Lozanov (2005) believed that the human brain has
infinitive learning capability, but performance apprehension and
fear of failure stand as a psychological barrier to this potentiality.
With the idea of learning stimulating the brain, he came up with this
revolutionary teaching technique called suggestopaedia, which
associates classical music & art, relaxation, meditation, flower,
colourful environment, imagination, fantasy, dramatic voice,
humour & laughter, role play, mother tongue, new names, and new
biographies these are practiced not as isolated activities but as a
whole for the brain does not respond to isolated stimuli: these stimuli
do not dominate but different states of mind (Lozanov 2005).
Lozanov presents these in forms of suggestions thus desuggesting
from the guided teaching technique and limiting social suggesting
norms. The jingle of suggestopaedias educational feature is: do no
harm.
Creating a psycho-physiological safety through love within the
students learning domain, the suggestopedic teaching learning
session offers four stages: introduction, concert sessions, elaborations

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and performance from the students. The underlying principle of these

techniques is to create joyful concentrative calmness, dynamic,
structured and hierchial globality, freeing the capacity of the brain
and mind (Lozanov 2005). Diane Larsen-Freeman (1986:72-4)
observed some suggestopedic classes of certain teachers named Dan
Dugas and Lyn Dhority. The students with their eyes closed were
sitting relaxed in cushioned chair, in a semi circle position facing the
front wall where lots of travelling posters containing grammatical
forms were hung, in the background there was music going on; in
dim lightening room the teacher lead them through in-out breathing
meditation to their imaginary land where only English is spoken.
Emphasizing a stress free learning environment, the teachers used
children songs, mother tongue to instruct, and some phrases like
do not worry, enjoy yourself, just enjoy etc. They carried out
a series of activities full of fun that included games, role play
(adopting sometimes child like role), skits, aimed at learning
pronunciation, grammar, dialogue for immediate application.
Error in producing language form is ignored in suggestopedic
classes. In extreme cases the teacher uses the correct form (Larsenfreeman 1986:83). Harbord (1992) suggests that the use of mother
tongue in classroom is useful as it allows the exact expression of
language, but with the ongoing process it should be used less
frequently (Lozanov, 2005; Larsen-Freeman 1986:80). These
activities make the learning material activated when the learners
learn in a child like attitude, revealing that learning is enhanced
when there is a unity between consciousness and subconsciousness (Larsen-freeman 1986). However, Lozanov (2005)
suggests that a teacher shouldnt practice suggestopaedia unless
s/he is trained enough to practice these suggestions, and s/he has
to develop own personal-spiritual state of mind.

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In my language teaching experience, I have found a well decorated

class (for example: flowers, posters, well arranged chairs), a
beautiful musical experience, and a time of relaxation enhances
students learning and motivation. On the other hand, since
Lozanov drew his concept based on his own culture,
suggestopaedia might appear as a very ethnocentric approach
towards language teaching: students of the East might not be
relaxed listening to Bach, Mozart or Ramo, then again, music has
cross boundary appeal, and therefore a carefully selected piece could
bring success.
Some opponents claim that suggestopaedia is harmful because it
involves hypnosis - however, Lozanov (2005) denied this claim.
Others say this method is costly in terms of the expenses it involves.
Nonetheless, decoration, flowers, harmonious environment, teacherstudent relationship, and meditation all these aspects do not really
have cultural or economic barrier. I believe, even a school in the
extreme corner of a poor country in South Asia can have the access
to these resources easily. What is important is the philosophy and
implication of the approaches or techniques themselves.
3.2. Community Language Learning:
During the 70s, Charles Curran, counsellor and educator cum priest
developed the Community Language Learning (CLL) method also
called counselling learning. It has its origin in Rogerian therapeutic
counselling theory (Richards and Rogers, 2001:90; Sinclair, 2006). In
the CLL class the entire environment should be non-defensive,
where security, expression, attention, reflection, retention &
discrimination are involved. Richards and Rogers (2001:93-4) put
these alternative orders: translation, group work, recording,

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transcription, analysis, reflection and observation, listening, and free

conversation.
In a typical CLL class, learners sit in a circle. Standing outside the
circle, the teacher tells them about the purpose, and students decide
what they want to learn. Students say something in their first
language, while the teacher translates it in the second language.
Each utterance is taped and transcribed. The students listen to the
tape, read the transcript, reflect over their learning and discuss it
freely with their peer and teacher.
In CLL the teacher is the bilingual knower, who acts as a therapist
and initiates the mono-lingual students to determine their own
learning goal. Critics say that this method has no specific learning
objective or syllabus; moreover, it focuses only on introvert
students. On the other hand, this method is also viewed as a
wonderful treatment to develop individuals in group situation
(Lindsay, 2001:249).
3.3. The Silent Way :
A calm imperturbability yields the tranquility needed for careful
deliberation. That deliberation will achieve the desired goal.
- Confucius
Originated by Calleb Gategno (1972), a mathematics programs
educational designer in the early 70s, The Silent Way seems to be a
very interesting and rather out of the way approach to teaching
language involving colour / fidel charts (colour coded pronunciation
chart), and coloured Cuisenaire rods (coloured wooden rods of different
lengths). The key words in the process are silence, awareness,
inner criteria, and involvement (Larsen- Freeman, 1986:62-63).
Learners use their first language (L1) knowledge to develop their

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second language (L2) skill, which Harbord (1992) finds a humanistic

way since using the mother tongue allows the students to express
exactly what they want to say. In The Silent Way lesson, the teacher
most of the times remains silent giving non-verbal clues just
as Gattegno says, the teacher works with the student; the student
works on the language (Larsen-Freeman,1986:63). The philosophy
implied, here, is that the students should have more independence,
autonomy, and responsibility in learning and developing their inner
criteria towards a self-correction and use the target language to
express their thoughts, perceptions, and feelings thus liberating the
self (Larsen-Freeman, D. 1986:62). Teachers encourage the learners
to produce without the fear of making errors as it is considered
natural component of the learning process.
Typically, the teacher points out to the rod or charts and the
students utter or pronounce the alphabet or word. If s/he makes
any mistake his or her peer is initiated to utter the correct form, or
else the teacher speaks out when it is needed. Students self
correction or peer involvement in the process is initiated. From
small alphabets, phrase, chunks, it moves forward to longer phrases
or sentences, and finally producing them in written form. As a
result, in the silent Way, students spoken skill generates their
reading and writing skill (Larsen-Freeman, D. 1986:64; Knight, 2000)
that contains a traditional structural view of language (Knight,
2000): students engage themselves in the learning process,
discovering the rules of the language they are learning. However,
Richards and Rogers (1986) claim that there is no empirical
evidence, not even made by Gattegno, of the success of the silent
way as the claim is made on elaborated assumptions.

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3.4. Total Physical Response (TPR):

Founded by Asher (1997), Total Physical Response suggests the
characteristics of the techniques in its name itself: it involves speech
and physical action in combination of rot repetition involving rightbrain hemisphere in learning. TPR follows structure based
syllabus, giving stress to both form and forms. In order to build
speaking skill, imperative action drill is used. For example, to
introduce verb, teacher says, Pick up the triangle from the table
and give it to me or walk quickly to the door or sit down
quickly and laugh. Here humour is also used as a technique to
create stimulus situation.
Just like an infant observes, listen, and slowly produces words,
phrases, and sentences, students do not say anything in the
beginning because it is believed that the understanding of the target
language should be developed before speaking . Although mother
tongue is used to begin with, but later on it is avoided. (Richards
and Rogers, 2001:73-4; Larsen-Freeman, 1986).
Total Physical Response (TPR) is a less discussed humanistic
approach, but its origin suggests its humanistic concern: Asher (1997,
cited in Brown 1994:98), observing too much anxiety in the language
classes, wanted to bring about a stress free method that rejected
over consciousness and defensiveness in learning. Thus, there is no
doubt that TPR is true a member of the humanistic family of
methods.
4. Humanistic language teaching:
The mediocre teacher tells. The good teacher explains. The superior
teacher demonstrates. The great teacher inspires.
-William Arthur Ward

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In this section of the paper I am going to discuss how humanistic

methodology has influenced learner motivation and procedures and
tasks in language teaching. I will draw some idea from Earl Stevick
(1976, 1980, and 1990) and Gertrude Moskowitz (1978), two most
influential advocates of Humanistic language teaching. In addition,
I will explore the process in which motivation takes place in
learning, thus language acquisition.
4.1. Five emphases of humanism:
Language teacher and researcher Earl Stevick (1976, 1980, and 1990)
has long been playing the role of a mediator who emphasised on
humane practice in teaching. He has characterised feelings (H1), social
relations (H2), responsibility (H3), intellect (H4), and self actualisation
(H6) as the five emphases within humanism (Burden and Williams,
1997:37; Sinclair, 2006; Tudor, 1996:4). The theme is to develop
emotional and aesthetic appreciation; discard resentment, and enjoy
aestheticism; create friendship & cooperation as it is a crucial part of
social interaction; create acceptance of public scrutiny (as criticism
and correction is a part of learning process); acquire freedom of
mind towards knowledge, reason, understanding, and testing
intellectuality. These are the keys to creating awareness of ones
uniqueness and ability towards the liberty of mind. Stevick
prescribes these as the basic components or guideline to the
humanistic teachers.
4.2. Activities and procedure:
Teaching theories come alive through classroom activities. We
teachers might become cognizant of theories and pedagogical
aspects but these are in vain unless we prove them to be true in our
practice. Stern (1993:25), defining language teaching as the activities

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that generate language learning, says theory is implicit in the

practice of language teaching. Moskowitz took the key role in this
aspect. Following her are Jane Arnold, Mario Rinvolucri, Underhill
and many others.
Moskowitz (1978) proposes low risk activities to develop interpersonal skill. Her activities ideally would follow four steps: (1)
preparation, (2) direction, (3) processing, and (4) summarisation.
First, the students should know the purpose of the activity; second,
students should be given some direction, examples of the activity;
third, the student evaluate their learning outcome, express their
feeling and reaction towards the activity; finally, the teacher gives a
rationale of the purpose and objective of the activity.
Opponents raised some questions against some of these techniques
used, i.e., using voice volume (Mellville et al. 1980, cited in Atkinson
1989), practicing emotive vocabulary, using adjectives to describe
quality, greeting each other by touching earlobe. Gadd (1998) says,
because of their little number of registers of English, these
techniques wont give language fluency, and Atkinson (1989) finds
no linguistics value in these techniques and says they are not suitable
for adult learners. Both of them articulate that these activities are
based on affective filters thus not effective because they ignore the
cognitive in learning. Opposing this, Arnold (1998) quotes Stevick
(1996:253) that alongside linguistic meanings are personal
meanings: how the activity relates to each learners immediate
purposes, overall objectives, loyalties, self-image, emotions and the
like. Therefore, Arnold (1998) claims, humanistic approaches do
not ignore the cognitive, rather put together the affective in order to
build up the whole person.

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However, personally I believe that stimulating activities with the

affective involvement direct the students not only towards learning
for the immediate purpose but also activate their mind for future
learning, and in the case of adults, originators and proponents of
humanistic approach already stated that learners learn better in
infant like mind-set.
4.3. Role of Humanistic Approaches in Learner Motivation:
Motivation, including extrinsic and intrinsic, can be defined as the
need or reason and urge to do something. Acquisition of any
language involves motivation. In fact, I consider motivation as the
first step in learning. In this part of my assignment I am going to
explore the influence of humanistic approaches in creating
motivation in learners of language.
When we are discussing motivation, we must go back to Abraham
Maslow (1954, 1968, 1970), who is considered as the founder of
humanistic Psychology. Back in 1954, Maslow wrote Motivation
and Personality where he placed motivation in five levels of
hierarchy: (1) Physiological: hunger, thirst, shelter, sex; (2) Safety:
security, emotional and physical protection; (3) Social: affection,
belonging, acceptance, friendship; (4) Esteem: ego, self respect,
autonomy, recognition, attention; (5) Self actualisation: realisation of
ones potentiality (Briner, 1999, Burden & Williams 1997). These are
the catalysts in motivation: human being move forward from lower
level motivation towards higher level motivation that is selfactualisation. When these principles are followed in the form of
curriculum, approaches, or techniques, language learning becomes
motivating.

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Furthermore, standing on Maslows theory, in language learning

motivation could be more integrative as it gives access to new culture
(target language community context), and the call to be active
participant in it (Gardner, cited in McDonough, 2002:97). Schumann
(cited in Schmitt, 2002:97) asserts that teachers can create stimulus
environment to direct students motivation. The elements are
novelty, pleasant, goal or need significance, coping potential,
self and social image. Cohen & Dorneyi (2002) also state that by
implementing some systematic methods learners motivation can be
directed in a positive way (Schmitt, 2002:172). Thus, identified by
these elements, humanistic approaches function significantly on
creating learners motivation towards learning a language.
5.1. English Language Teaching and Humanistic Approaches:
Language is a means of interaction and beyond speech, sign,
interaction, and of bringing meaning into learning which is true
for every learning context (Vygotsky, 1962, 1978, cited in Burden &
Williams). Vygotsky and Feuerstein (Burden & Williams, 1997:40)
believed that significant persons, termed as mediator, can help
selecting and shaping learners learning experience. Humanistic
approach, then, has the eligibility to be practiced in English
Language Teaching. Earl Stevick believed so, and put significant
contribution in advocating humanism in ELT. He believed in the
concepts of humanism i.e., whole person, emotive behaviour, learnercenteredness, and rejected alienation, and learning apprehension.
Therefore he firmly believed that Humanistic Approaches can be
incorporated in to English Language Teaching (Early, 1984).
However, Brumfit (1992), Gadd (1998), and Atkinson (1989) are
skeptic whether the discussed humanistic elements make English
Language Teaching successful. At the same time, Arnold (1998) is

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highly optimistic when she views humanistic approaches as a

privilege for English language Teachers.
In my view, supporting Jane Arnold or Rinvolucri, I find there are
many aspects of ELT that rest within humanistic approaches. For
example sugegstopaedia offers imagination where the student
imagines s/he is in the target language land where everything is in
English; Total Physical Response involves utterance of words
phrases & sentences along with physical demonstration; Silent way
uses pronunciation chart, cuisenaire rods for grammar forms; and
more. These approaches use the techniques to reduce anxiety in
English Language Learning, involving learners personal concern
and promote learning from the subjective point of view (Tudor,
1996) and simultaneously developing learners personality.
5.2. Application of humanistic approach to my teaching context:
For many years teachers all over the world are trying and searching
for the best theory, approaches, methodologies, and techniques that
are suitable for their teaching context. Probably there is no end to
this quest, and we are still in the dawn of finding our way towards
the Promised Land - if there is any. Brown (cited in Stern, 1983:15)
says a successful theory of second language acquisition is yet to be
constructed it is on the process but advance analysis and
feedback is needed to fulfil the aim. This is like a journey of the
scholars, where many ideas and factors came up to the scene;
scholars, educators, researchers are more considering the factors
that create the best L1/L2 learning situation. Nevertheless, success
and failure of reaching the target depends upon the teacher (Cook,
1996:199). As there is no best method, the responsibility of choosing
the best material for teaching and analyzing the learning needs and
condition lies on the teacher. Brown (1994:15) says one cannot

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teach without understanding varied theoretical positions and the

best method comes from this careful formulation and
reformulation made by the teacher.
Therefore, as a teacher I only take the advantage of hypothesizing
the appropriate method to be implemented in my teaching context
where the term humanistic approach is relatively new. Perhaps
there are teachers who are doing the activities or tasks without
knowing that theirs is a humanistic way of teaching, but on the other
hand, in most cases teachers hold a traditional concept of teaching
method.
In the following section of the paper, first I will present the English
language teaching scenario in our country; second, I will reflect
upon my teaching experience, and discuss some of the techniques
associated with humanistic approaches, which I practiced focusing on
enhancing reading, writing, and speaking ability of the students.
6.1. English Language Teaching (ELT) in Bangladesh:
English language has existed in this region since the British Rule in
Indian Sub-continent. In the beginning, English language was
taught for the sole purpose of the East-India company so that the
clerical jobs could be done by the natives. English language started
to take place strongly in the curriculum in the early 1900 when there
was a strong wave of incorporating science and knowledge (Khan,
2007). This was the time, presumably, when English teaching was
being shifted from the hands of missionaries to native teachers.
Since the inception of English language, more than four hundred
years have passed, but apart from introducing Community
language Teaching (CLT) in the syllabus design (National
curriculum) in the early 90s, no other change has taken place. So,

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practically, the techniques and principles in ELT still exist in the

colonial period teaching and learning shape.
After the liberation in 1971 and onwards education was divided into
different streams: religious schools (madrasha), English medium
schools, government schools. In national curriculum English is to be
taught for 12 years. The reality is that after studying English for 12
years students still do not come up with sufficient working English
language knowledge. This starts from the primary and at the end
affects the tertiary situation. Ultimately the learners are victimized
by this existing vicious cycle. Furthermore, at present, the country is
facing the socio-economic need and pressure of taking part in the
globalization process English language being the medium. I
believe this comes as a tremendous pressure on the students as well
as teachers shoulders.
Sadly, English teachers over here are mostly not certified to teach
the language. Moreover, in government and semi-government
schools, teachers are to follow the set of books prescribed by the
education board, and a large number of students come from there.
The learning situation is teacher centred, and the method followed
is traditional grammar oriented. Moreover, English medium schools
follow their own curriculum - mostly direct method, but the
learning goal or purpose is absent. There is no focus on learners
need, psychological development, cognitive and meta-cognitive
issues. For the students, learning is not fun but a burden. Likewise
for the teachers, teaching is boring and tiresome. The end is same:
the total learning process becomes monotonous, purposeless, and
when the students come to the real life situation they can not apply
their knowledge. As a consequence, at the tertiary level, when the
students are exposed to broader learning ingredients, they fail to
show their English language competency.

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Over the years I taught at different levels starting from kindergarten

to tertiary level. Within these eleven years span of teaching I found
that our students, irrespective of age or level, face learning
difficulties mainly due to constant pressure of competition, lack of
motivation, socio-economic and cultural issues. Specifically, in
language learning and producing, there is a peer pressure: thus, fear
of making mistakes, boring grammar and vocabulary lessons,
memorizing poems come as barriers to acquiring the language skill.
In some major cases teachers corrective attitude turns the teacher
into a monstrous character to the student: students do not want to
learn from them naturally! On the other hand I have found if proper
environment is presented, - where love, care, share, joy, music,
dancing, tapping are involved - students learn better.
Therefore, I become convinced that incorporating humanistic
techniques into my teaching context is a prospective direction that
would expose the brighter side both to the learners as well as
teachers.
6.2. Teaching English with rhymes, rhythms, and role play: some
aspects of humanism in my teaching
During my teaching year in primary school I taught English to the
children of kindergarten, grade 1, grade 2, and grade 5. In the
Kindergarten students were to learn mainly vocabulary, basic
reading, writing, and rhymes. Dictation and memorising rhymes
were a big part of their learning as it was considered a way to learn
the target language. It was boring for them. So, I tried to do it in
alternative ways. We used to stand or seat in circle and recite aloud
together with melody, clapping, turning and moving along with the
rhyme clap, clap one, two, three, turn around and bow to me.
These were there most enjoyable moments. There were many things

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associated with the teaching, particularly when the children used to

become restless: I had to find the way for their motivation. Doing
something that enhances their imagination always was an
inspiration to them. Children loved drawing, drama, and singing
with physical action. They were allowed to draw anything, put any
colour. Later on they were encouraged to describe what they drew.
Surprisingly, the children were never short of vocabulary describing
their thoughts.
From the school authority and the parents there was a pressure for
more home work, and to be more corrective. I sometimes became
strict to them - which I regret till day. However, I somehow
managed to settle with my way that is the childrens way: joy and
happiness. Instead of being authoritative, I used gentle voice,
became friendly with them: talked about their hobby, their best
friends, and pets. As humanistic teaching is about nurturing and
building the whole person, I believe all these discussions in this
section have some suggestopaedic and TPR feature to some extent.
Moreover, these attributes of humanism also involve the affect to
build up cognition as well as linguistic ability.
6.3. Incorporating Humanism at tertiary teaching using music,
simulation, and visual aids:
6.3.1. Simulation and Technology: At Stamford University
Bangladesh, most of my classes are large. I usually teach Public
Speaking (based on the rhetoric principle), Business English, English
Composition, and Advanced Reading and Writing Strategies. One
course lasts for one semester. The duration for one weekly class is
1hr and 20 minutes. In order to make my teaching more interactive,
and effective, I use multimedia, group work, simulation, and one to
one interaction.

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In the business English class students are required to learn writing

reports, reading and thinking critically in business communicative
perspectives. I teach them some distinct grammar form related to
their writing activities. Although humanistic approach does not
practice grammar teaching explicitly, Chomsky (Brumfit, 2001:51)
says that acquisition of some particular grammar is appropriate for
any natural language. For grammar lesson I use colourful power
point presentation associated with picture and music. In a well
organised classroom, during the presentation, I turn the lights dim
so that the whole class room gets a quiet environment and the
students put all their focus on to the screen. I have observed that in
my multimedia class, students normally stay relaxed, and attentive.
Beard and Wilson (2006) assert that this sort of multi sensory learning
engages the learner in understanding. Moderate use of technology in
higher education can enhance creativity (Beard and Wilson, 2006).
In addition silence, meditative mood, solitude revive power of
reflection, which is the nature of true learning (James, 1995:35, cited
in Beard and Wilson, 2006).
Simulation or complex role play imitating real life situation - is
another activity that is best suitable for Business English Class
(Lindsay, 2000:244). In the process, students learn the
communicative aspects of business world. Activities like imagining
oneself as a CEO, manager, conducting a group meeting enhance
their learning: when dialogues containing sensory words are used,
learners experience emotion (Early, 1984). Thus, in writing they can
relate the matter to their need and purpose. We can identify these
aspects humanistic since they create environment that reduces
anxiety and increase expectation.

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6.3.2. Humanism in practicing rhetoric:

Students are supposed to be already confident in spoken English in
Public Speaking class. The course content requires the students to
learn speech making based on the rhetorical principles; it comprises
writing, delivering and presenting the speech as well as awareness
of culture, society, and self esteem. In order to do that they have to
conquer topophobia, in other words build confidence.
Unfortunately, almost all the students cannot even formulate one
sentence correctly, so there is no question to be confident in speech
making, on the other hand as a teacher I have to make sure they
know the principles. The usual picture of the first few classes is
every one remains silent no interaction, no motivation. My first
role is to motivate them, engage them, talk to them, ask them about
their expectation out of their course, and create task for them
accordingly. I let them relate their assignment to their real life.
Much imagery, sensory activities are used in the process. Students
are asked to visualise a situation where they are delivering a speech;
they are encouraged to deliver their speech without fear of making a
mistake; they are encouraged to see themselves successful, avoid
ethnocentrism, practice ethical principles: these give the students
an awareness of the self and the society and initiate social
interaction. Opposing Gadd (1998) I assert: teaching rhetoric is
much humanistic when proper technique is followed.
6.3.3.

Suggestopaedia in enhancing creative writing :

"Heard melodies are sweet, but those unheard
Are sweeter: therefore, ye soft pipes, play on"
John Keats, Ode on a Grecian Urn

Writing is a big part of activity in English Composition class. In my

practice, I found playing classical music to enhance creative writing

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is a good technique. Garfield-Vill (1998, cited in Harmer, 2003:259)

compares creative writing with that of a journey of discovering the
self which enhances effective learning. I used creative writing
because it generated a sense of confidence within the students. It
could be done exactly following Lozanovs suggestopaedic steps:
1. Introduction: students are told what they are going to do in the
class. They know by this time that it is a free activity class. They
would listen to music and relax.
2. Concert sessions: the teacher turns on the music. The students
close their eyes and listen to the music. They are encouraged to let
their mind soar into imagery and imagination.
3. Elaborations: at this point the teacher stops the music, and asks the
students if the music makes any difference to them. Students are
encouraged to express their honest feelings. Most of them admit
they do not feel or visualise any thing. The teacher turns the music
on again. They are invited to listen to the music again.
4. Performance from the students: at this point the students start
writing. The music still goes on in the back ground. Later on they
would read their piece of writing. Ur (1996, cited in Harmer,
2003:259) says generally people feel pride in their piece of work and
want to read it.
This activity, I call suggestopaedic because there is no pressure of
writing any particular topic, no fear of errors as it is a free writing
class. The relaxed environment involves classical music to
encourage imagination. When the teacher instructs, she uses gentle
voice. Her attitude is supportive. The ultimate goal is to enable
students inner-capability, make them realise their potentiality and
at the end activate the students mental metabolism.

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6.4. Practicality and prospect of Humanistic theory in my

teaching context:
The success of any theory lies in its application. It depends not only
on the content and process but also other aspects like socioeconomic structure, culture, and religious orientation. In this
segment of my paper, we will carry a brief discussion on the cons
and pros of importing Humanistic theory into my teaching context.
The cons: I have mentioned that Humanism in its implication is a
better approach irrespective of situation, but some of its aspects
might not be practical and prospective as Widdowson (1990, p.13)
points out if people learn by caring and sharing and linking hands
in one place, it does not follow they will learn by similar
therapeutic techniques in another.
There are certain reasons behind this: first, Bangladesh is a predominantly muslim country: by heritage and culture, saying prayer
is considered as meditation. To some groups and institutions, music
is forbidden action. In addition, there are lack of logistic support
and lack of trained teacher. Thus, incorporating music and social
interaction might be a barrier in some places where a distinct
segregation and distance between the male and female is
maintained. Moreover, as practiced by counselling teaching, a
student might have a social orientation that s/he wouldnt feel it
within a manner to open up mouth and express personal feelings or
desire to someone else.
The pros: Bangladesh is a country with deep rooted culture. The
prospect of humanistic approach in this context lies within some
negotiation; integrating some culture oriented factors might make it
more applicable. This assumption is for the scenario at large. In

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smaller scale that is in the cities, teaching is varied. So, varied

methods might be applied. This is individual-institutional choice.
The silent way seems to be a very prospective technique as it
involves usage of first language and some set of procedure. Total
Physical Response (TPR) is also prospective as it does not really
confront culture and religion. I have already discussed broadly
about suggestopaedia, which, with teacher training, could be
incorporated.
Whatever the humanistic methods applied or to be implemented
needs teacher training, which involves policy and economic aspect.
Governmental policy is involved in this respect. Therefore, the
theory itself might seem bottom-up in process but its implication
in my context, seems top-down.
Conclusion:
The demands of todays world are excessive. They create pressure
and anxiety. Humanistic psychology of teaching reduces the anxiety
and offers a teaching and learning approach that not only constructs
students knowledge but also gives them a self realisation of their
own potentiality. Although humanistic approaches have some
opposition, in seeing and believing the whole person it is unique.
Though the humanistic approaches of teaching are very new in my
teaching context, the goal of teaching is universal. Learning about
Suggestopedia, silent way, Community Language Learning, and the
Total Physical Response gave me much insight to reflect over my
own teaching. In exploring and learning about giving importance to
learner potentiality I have realised about my own responsibility as a
teacher to be little more careful, sensitive, thoughtful, and

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systematic in my own teaching so that in the process I do not

deprive my students from their right to true learning.
Finally I add, humanistic methodology offers me not bondage but
freedom and choice to ponder over and construct my practice. It
gives me a privilege to be in the position where I can keep the mark
of my foot-step in enlightening someone elses life - to lead
somebody towards his or her own path of learning. As a teacher it is
my privilege indeed.

Works Cited
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Brumfit, Cristopher. Individual Freedom in Language Teaching:
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<http://eltj.oxfordjournals.org>.
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Larsen-Freeman, Diane. Techniques and Principles in Language
Teaching. NY: Oxford University Press, 1986.
Lindsay, Paul. Teaching English Worldwide. CA: Alta Book Center
Publishers, 2001.
Lozanov, Georgi. Suggestopaedia Desuggestive Teaching
Communicative Method on the Level of the Hidden Reserve of the
Human Mind. 2005. 6 March 2007 <http://drlozanov.dir.bg/book>.
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McDonough, S. Applied Linguistics in Language education. London:
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Maskowitz, Gertrude. Caring and Sharing in the Foreign Language
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Nietzsche, Friedrich. Thus Spake Zarathustra. Cambridge: Trans.
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Nunan, David. Language Teaching Methodology. Herts: Prentice Hall,
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Richards, C. Jack. "Beyond Methods." In: Mercer, N.ed. English
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Cambridge University Press, 1996.

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Appendix One: Counselling-Learning model

Figure 1
Currans Counselling-Learning model: helping each other along the
path of learning

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Figure 2
Steckers (1997) moderate version of Counselling-Learning model
depicting language acquisition as a social activity

Academics and English Language Acquisition

Department of Multicultural Education
School District of Palm Beach County, Florida
(2003) [online image]
Available from:
<http://www.cde.state.co.us/cdesped/download/pdf/ELL_LangAcq
Article.pdf> [Accessed 28 May 2007]

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Appendix Two: A suggestopaedic foreign language classroom

A suggestopaedic foreign language classroom at the Research Institute of

Suggestology, Bulgaria.
[online image]
Available from:< http://dr-lozanov.dir.bg/book/start_book.htm>
[Accessed 6 March 2007]

Appendix Three: Teachers evaluation of suggestopaedic teaching

A Basic Checklist:
1.

Integrated knowledge and the believing system of the individual

students in the group.

2.

Used varied intonation and behaviour to convey the study material.

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3.

Used the laughter system in a practical way.

4.

Mastered the song to be used in the class and used it in a realistic

way.

5.

Used varied intonation during the concert session.

6.

Maintained dynamic global principle at each moment of teaching:

transition from the whole to the part and from the part to the
whole.

7.

Used peripheral perceptions.

8.

Prepared illustrative material and used in attuned to brain

(stimulating).

9.

Knowledge transmission process was both active and passive.

10. Was able to recognise and use or avoid particular gesture.

11. Was able to recognise the enticement of a hypnotic state and did not
permit its appearance.
12. Was able to organise and utilise the three means of desuggestive
teaching: didactic, psychological and artistic. It was done as a whole,
not partly or segmented.
13. Appreciate, understand and apply love for human beings.
Ref:
Lozanov, G. (2005 Suggestopaedia - Desuggestive Teaching
Communicative Method on the Level of the Hidden Reserves of the
Human Mind. [Internet] Available from: <http://dr.
lozanov.dir.bg/book/start_book.htm> [Accessed 6 March 007]

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Appendix Four: Nursery Rhymes for Total Physical Response (TPR)

class activity
Topic:

Teaching vocabulary through nursery

rhymes

Class profile:

Kindergarten students Age:3-5

Objective of the
activity:

Students will learn expression associated

with the vocabulary
Student will learn to express their feelings
Making learning stimulating and stress
free
Get the students motivated in learning
In the beginning teacher explains the
activity to the students. Teacher
demonstrates while she recites or sings.
Students follow her.

Instruction:

If You're Happy (or Sad)

Traditional Song
If you're happy and you know it clap your hands
(clap 2 times)
If you're happy and you know it clap your hands
(clap 2 times)
If you're happy and you know it then your face will surely show it
If you're happy and you know it clap your hands
(clap 2 times)
If you're happy and you know it stomp your feet...
...tap your head
...jump up and down.
(Substitute with any appropriate action)
Variation: substitute sad for happy with appropriate actions.

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Hands on Shoulders
(Students follow the actions described in each line)
Hands on shoulders,
hands on knees.
Hands behind you,
if you please;
Touch your shoulders,
now your nose,
Now your hair and now your toes;
Hands up high in the air,
Down at your sides, and touch your hair;
Hands up high as before,
Now clap your hands, one-two-three-four!

Appendix Five: Caleb Gattegnos English Fidel Chart

Caleb Gategnos English fidel chart (1978). [online image].

Available from:
http://www.englishraven.com/Phonics_fidelchart.html
[Accessed 29 May 2007]

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