Diane Larsen-Freeman

86 Desuggestopedia
CONCLUSION
What connection, if any, can you make betwee n Desuggesropedia an d
yo ur approach to teaching? Does it ma ke sense [0 yOll tha t when y.o.ur students
a re rela xed a nd co mforta ble, their learn ing will be facilira rcd ?
Should the teache r's ro le be on e o f being a respected a nd trusted authority?
Shou ld direct a nd indirect suggestions be used ? Should I ~ a r ? i ng be
made as en joyable as possible? Whi ch , if any, of th e other principl es of
Desuggestopedia do you accept?
Do you think students can learn periphera lly? Would it be useful for
yo ur student s to develop a new ta rget-langua ge identity? Would you con ­
sider presenting new material with a musical accompaniment? Arc any of
the activities of the activa tion phase of use to you?
Dcsuggestopedia 87
Creation ofthe Educatio nal Training Process. Aylesbu ry, UK: Accelerated
Learning System".
lki, Sersuko. 1993. Interview: Georgi Loza nov and Evelyna Garcva. The
Language Teacher 1717: 3-17.
l.ozanov, Georgi. 1978. Suggestulogy and Out lines of Suggestopedy.
Philadelphia. PA: Go rdo n a nd Breach .
Lozanov, Georgi an d Evelyna Catcva. 1988. The Foreign Language
Teacher's Suggestopcdic Manu al. New York: Gordon a nd Breach.
Schiffler, Ludgcr, 1992. Suggestopcdic Methods and Applications.
(English edition) Yverdon, Switzerland : Gordon an d Breach .
Stevick, Earl W. 199 8. Working with Teaching Methods: What's at Stake?
Boston, MA: Heinle & Heinle.
ACTIVITIES
A Check your understanding of Desuggestopedia.
Wha t are some of the ways that direct positive suggestions were present
in the lesson? Indi rect posit ive suggestions?
2 How are the arts integrated into the lesson we observed?
B Apply what you have understood about Desuggestopedla.
Most teachers do no t ha ve cont rol of the classrooms in w hich they
teach . Thi s docs not mean that they cannot provide a n environment
designed [0 redu ce the bar riers their students bring with them, however.
Can you thi nk of ways that you mig ht do this?
2 Make a list of ten gramm atical points about the ta rget language that
you would want to display on posters to encourage beginning students
' peripheral learning.
REFERENCES AND ADDITIONAL RESOURCES
Cclcc-Murcia, M ariann e. 199 1. ' Language teachin g approa ches: An
overview' in Cclcc-M urcia, Marianne. (ed. ]. Teaching Eng/ish as
a Second or Foreign Language. (2nd cdn.) Boston , M A: Heinle &
Heinle.
Dhority, Lynn . 1991. The ACT Approach: The Use of Suggestion for
Integrative Learning. Yverdon, Switzerla nd: Gordon a nd Breach. " .
Gateva, Evclyna. 199 1. Creating \Vholeness through Art. Global Artistic