Diane Larsen-Freeman

78 Desnggestopedia Desuggestopedia 79
Observati ons Principles Observations Principles
Th e classroom is bright a nd l.cnm ing is facilitated in a cheerful 9 The teacher br iefly mentions a The teacher should present a nd
colorful. environment. few points a bout English ex plain the gramma r a nd
grammar a nd vocabula ry. voca bulary, hut no t dwell on them.
2 Among the posters han ging Students canlearn from wh at is Th ese ar c in bo ld print in the Th e bold print a llo ws the students'
a round the room arc several present in th e environme nt, even if dia log . focus to shift from the who le text
co nw ining gramma tica l their attention is not di rected to it to the de tails befo re they return ro
information. I'Pcripherallearning' ). the whole text aga in. The dynamic
interplay between the whole and
3 The teacher speaks If students trust and respect the the pans is important.
co nfide nt ly.
teacher's a uthority, they w ill
accept and retain informat ion 10 There a re reproductio ns of Fine ar t provides positive
bette r, classical pa intings througho ut sugges tions for students.
the text.
4 T he teacher gives the students Th e teac her sho uld recognize
the impression that lea rning that learners bring certai n 11 In the left co lum n is the dial og O ne way tha t mea ning is ma de
the ta rget language w ill be easy psychologica l harriers wit h them in the ta rget language. In the d ear is thro ugh native langua ge
and enjoya ble. to the learning situatio n. She right col umn is the native translation.
should attempt to 'desuggcsr'
la nguage translation.
these.
12 Th e teacher reads the dialog Communica tion takes place o n
5 T he st ude nts choose new Assu ming a new identity enhances with a mu sica l 'two plan es'; on o ne the linguistic
names and identities. stude nts' feeling o f secur ity a nd accompa niment. She marches message is encoded; an d on the
a llows them to be more open. her voice to the rhyth m and other arc factors which infl uence
Th ey feel lcss inh ibited since their intonation of the m usic. the linguistic message, On the
perfo rmance is really th at of a
co nscious plan e, the learner
different person .
attends to the lan guage; on the
subconscious plane, the mu sic
6 The students introduce The dialog that the students learn suggests that learning is easy and
themselves to the teacher. co ntains language they can usc pleasant. When there is a unity
immediat ely.
between co nscious and
subco nscious, learning is
7 T hey play rhyt hmic Songs ar c usefu l for 'freeing the enhanced.
instruments as they sing a speech mus cles' and evok ing
so ng. pos itive emot ions. 13 T he teacher reads the script a A calm state, such as o ne
seco nd time as the students ex periences when listening to a
8 T he teacher disr ribu res a T he teacher shou ld integrate listen. T his is do ne to different concert, is idea l for overcoming
lengthy handout to the class. indi rect positive suggestions music. psyc hological barriers and for
The title of the dia log is 'To ('there is no limit to what you can raking advantage of learn ing
want to is to be able to: do') into the lea rning situa tion. potential.