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    Suggestopedia Experience

    Uploaded by

    Bianca Navarro
    The document describes a language learning classroom using the Suggestopedia method. The classroom has dim lighting, soft music, and comfortable seating. Posters with grammatical information are displayed. The teacher speaks reassuringly and tells students that learning the target language will be easy and enjoyable. Students are invited on a mental trip and encouraged to imagine conversing in the new language. They choose new identities and practice greetings and conversations. The teacher reads dialogs to musical accompaniment for the students to practice with activities like role playing. Errors are ignored in the moment but corrected examples are later provided.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Suggestopedia Experience

    Uploaded by

    Bianca Navarro
    13 views9 pages
    The document describes a language learning classroom using the Suggestopedia method. The classroom has dim lighting, soft music, and comfortable seating. Posters with grammatical information are displayed. The teacher speaks reassuringly and tells students that learning the target language will be easy and enjoyable. Students are invited on a mental trip and encouraged to imagine conversing in the new language. They choose new identities and practice greetings and conversations. The teacher reads dialogs to musical accompaniment for the students to practice with activities like role playing. Errors are ignored in the moment but corrected examples are later provided.

    Original Title

    Suggestopedia experience

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    The document describes a language learning classroom using the Suggestopedia method. The classroom has dim lighting, soft music, and comfortable seating. Posters with grammatical information are displayed. The teacher speaks reassuringly and tells students that learning the target language will be easy and enjoyable. Students are invited on a mental trip and encouraged to imagine conversing in the new language. They choose new identities and practice greetings and conversations. The teacher reads dialogs to musical accompaniment for the students to practice with activities like role playing. Errors are ignored in the moment but corrected examples are later provided.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    13 views9 pages

    Suggestopedia Experience

    Uploaded by

    Bianca Navarro
    The document describes a language learning classroom using the Suggestopedia method. The classroom has dim lighting, soft music, and comfortable seating. Posters with grammatical information are displayed. The teacher speaks reassuringly and tells students that learning the target language will be easy and enjoyable. Students are invited on a mental trip and encouraged to imagine conversing in the new language. They choose new identities and practice greetings and conversations. The teacher reads dialogs to musical accompaniment for the students to practice with activities like role playing. Errors are ignored in the moment but corrected examples are later provided.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 9

    Thinking about the experience

    Observations Principles

    1. The classroom is unusual. The students


    are seated in cushioned armchairs, the
    lighting is dim, soft music is playing.

    2. Among the posters hanging around the


    room there are several containing
    grammatical information.

    3. The teacher speaks reassuringly.

    4. The language teacher tells them that


    learning the target language will be easy
    and enjoyable.

    5. The teacher invites the students to take a


    mental trip with her.

    6. The teacher suggests that the students


    feel themselves replying friendly in English
    to the questions posed to them.

    7. The students choose new names and


    identities.

    8. The students greet each other and


    inquire about each other’s occupations.

    1
    9. The students use the new English
    sentences as if they were at a party.

    10. The teacher distributes a lengthy


    handout to the class. The title of the dialog
    is “To Want To Is To Be Able To”.

    11. The teacher briefly mentions a few


    points about English grammar and
    vocabulary.

    12. The dialog in the target language is in


    the left column. The mother tongue
    translation is in the right column.

    13. The teacher read the dialog with a


    musical accompaniment. She matches her
    voice to the volume and intonation of the
    music.

    14. The teacher reads the script a second


    time as the students close their eyes and
    listen. This is done to different music.

    15. For homework, the students are to read


    the dialog at night and in the morning.

    16. The teacher gives the students hats to


    wear for the different characters in the
    dialog. The students take turns reading
    portions of the dialog.

    17. The teacher instructs the students to


    pretend they are auditioning for a play.

    2
    18. The teacher leads the class in various
    activities involving the dialog, for example,
    question-and-answer, repetition, and
    translation.

    19. She teaches the students a children’s


    song.

    20. The teacher and students play a


    question-and-answer game with a ball.

    21. The student makes an error by saying,


    “How you do?” The teacher ignores the
    error at the time, but later uses the correct
    question structure herself.

    Reviewing the principles


    1. What are the goals of teachers who use the Suggestopedia Method?

    2. What is the role of the teacher? What is the role of the students?

    3. What are some characteristics of the teaching/learning process?

    4. What is the nature of student-teacher interaction? What is the nature of student-student


    interaction?

    5. How are the feelings of the students dealt with?

    6. How is language viewed? How is culture viewed?

    7. What areas of language are emphasized? What language skills are emphasized?

    8. What is the role of the students' native language?

    9. How is evaluation accomplished?

    10. How does the teacher respond to student errors?

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