QUALITY AND CREATIVITY IN FOREIGN LANGUAGE SUGGESTOPEDIAoptima-bg.org/docs/OPTIMA International Conference June 2014/OPTIM… · Professor Lozanov, the creator of suggestopedia was

G A L Y A M A T E V A

QUALITY AND CREATIVITY IN FOREIGN LANGUAGE SUGGESTOPEDIA

Professor Lozanov, the creator of suggestopedia was one of those scientists.

“Can you imagine living

in a world where there

was not a single scientist to tell you that you can learn

faster and better, you can achieve more?”

G. Lozanov

B A S E D O N T H E A U T H O R ` S T E A C H I N G A N D R E S E A R C H E X P E R I E N C E T O R E V E A L T H E

E S S E N C E O F S U G G E S T O P E D I A A N D D I S C U S S I T S I N T E R P R E T A T I O N O F Q U A L I T Y I N

L A N G U A G E E D U C A T I O N

The main aim of the presentation

SUGGESTOPEDIA IN MAINSTREAM LITERATURE ON LANGUAGE TEACHING

Longman`s dictionary of language teaching and applied linguistics. 1992 Richards, J.C. and T. Rogers. Approaches and methods in language teaching. CUP 1986 Cook, V. Second language learning and language teaching. Edward Arnold. 1992 Larsen-Freeman, D. Techniques and principles in language teaching. OUP, 1986.Stern, H, Issues and options in language teaching. OUP, 1992. E. Stevick, A. Underhill, J. HarmerНовый словарь методических терминов и понятий, Москва, 2009Речник на методическите термини в чуждоезиковото обучение, 1999

A HUMANISTIC METHOD

Consistent with the five emphases within humanism:

On feelings On social relations

On responsibility for one`s learning On intellect

On self-actualisation(after E. Stevick, 1992)

SUGGESTOPEDIC ASSUMPTIONS AND DEFINITION(according to G. Lozanov)

There are unconquered territories in our mind, we need to challenge it with enlarged information units The more we use our brain, the more it will be developed and unsuspected abilities will be manifested The suggestopedic reserve complex can be achieved only if there is true love and respect for the human being (“The positive trap of nature” Lozanov, 2009)The fundamental need of human beings is to receive and exchange informationThe utilization of the communicative suggestion, of suggestopedic techniques can make the learning communication a happy and rewarding human experience

Defining suggestopedia/reservopedia

Suggestopedia takes account of plethora of perceptions received by learners simultaneously at conscious and paraconscious level Its main concern is to better use the communicative, spontaneously absorbed, non-manipulative suggestions (Lozanov, 2009) in the process of learningIt increases, organises and utilises purposefully the communicative suggestions/peripheral perceptions coming from the teacher, the teaching materials and methods, the learning environment, the institution It harmonizes them with the logical/critical processing of learning input at conscious level and aims at revealing the reserve capacity of the brain

QUALITY AND “THE SUGGESTOPEDIC RESERVE COMPLEX “ (after G. Lozanov)

QUALITY is related to satisfying the fundamental need

of acquiring more information and revealing the SRC

in the process of learning :

Increased memory capacity and effectiveness

Increased activity of mental and creative processes

Improved emotional tonus, group interactions

Increased speech production, improved abilities to communicate and socialize in L2

Enriched world views, widening of interests

Lack of fatigue and tension, improved working capacity

CAN WE MOBILIZE THE COMPLEX RESERVES OF OUR LEARNERS IF TEACHING:

Is addressed predominantly to the left hemisphere and logical mind?

Is addressed in separate stages to the logical, then emotional, then visual, etc. structures of the mind?

Is directed to the elements, analysing and practisingthem to perfection and only then relating them to higher order systems?

Is concerned with small portions of material and implies that learning is always a conscious effort, a difficult and stressful process?

GLOBAL PARTICIPATION OF THE LEFT AND RIGHT HEMISPHERES

UNITING THE PROCESSES OF ANALYSIS AND SYNTHESIS

SIMULTANEOUS AND INDIVISIBLE PARTICIPATION OF THE CONSCIOUS AND PARACONSCIOUS PROCESSES

DEVELOPING THE WHOLE PERSONALITY(“HUMANITARIAN BALANCE”)

The suggestopedic language learning communication needs to observe

THE FOLLOWING PSYCHO-PHYSIOLOGICAL LAWS( after G. Lozanov)

Diagram of the conscious-paraconscious interrelations between two personalities in the learning communication. “Double-plane”

B U I L D I N G A N D M A I N T A I N I N G A N A T M O S P H E R E O F T R U S T , L O V E , R E S P E C T

C O - C R E A T I N G A N E W C L A S S R O O M R E A L I T Y C H A R A C T E R I Z E D B Y S T R O N G G R O U P C O H E S I O N

A P P L Y I N G G E N T L E I N D I V I D U A L A P P R O A C H T O E A C H L E A R N E R A T E A C H S T A G E

We also need to observeTHE FOLLOWING SOCIO-PSYCHOLOGICAL LAWS

R E V E A L S T H E B R O A D E R A S P E C T S O F T H E S U G G E S T O P E D I C A P P R O A C H

I T R E F L E C T S B R O A D E R A S P E C T S O F Q U A L I T Y I N E D U C A T I O N

Integrating the idea of wholeness, of reserves and the new type of

relationship

B R I T T M A R I E S V E N O N I U S

U N I V E R S I T Y O F L U N D , S W E D E N , 1 9 9 0

“SUGGESTOPEDIA IS THE MANIFESTATION OF A NEW PARADIGM IN THE FIELD OF EDUCATION”

T H E A S S U M P T I O N S O F T H E N E W P A R A D I G M S O F W H O L E N E S S I N

E D U C A T I O N A R E C L O S E L Y A L I G N E D T O T H O S E O F S U G G E S T O P E D I A

D I A N A D A V A L O S , E X P A N D E D L E A R N I N G , D E N V E R , U S A , 1 9 9 0

SUGGESTOPEDIA IS IN LINE WITH THE EMERGING SCIENCE OF WHOLENESS

B E F O R E W E S T A R T A N A L Y S I N G T H E Q A L I T Y P A R A M E T E R S O F T H E N E W P A R A D I G M W E

N E E D T O A D M I T T H A T S U G G E S T O P E D I A E X P E R I M E N T E D W I T H A N D M A N A G E D T O

F U L L Y B U I L D T H E C R U C I A L F I R S T S T A G E O F L A N G U A G E L E A R N I N G

A CAVEAT

THE NEW PARADIGM SOCIO-PSYCHOLOGICAL ASPECTS (GENERAL)

The psychological relationship between teacher and learner has to resemble the relationship of mother to child (G.Lozanov and his “riding the bicycle metaphor”)

The belief of teachers in their students` vast potential abilities is conditio sine qua non for opening up the reserves of learners

The sincere love of teachers for their profession is vital

Love together with professionalism constitute the essential aspects of teacher`s prestige ( a powerful means of suggestion)

TEACHING/LEARNING WITH A SMILE

YOU START WITH THE ACTIVITY (NOT WITH EXPLAINING THE RULES)

YOU LEARN TOGETHER AT FIRST

YOU DO IT WITH PLEASURE

YOU DO IT IN A SAFE WAY (DOUBLE OR TRIPLE PROTECTION)

THEN THE LEARNERS PERFORM ON THEIR OWN

THE NEW PARADIGM SOCIO-PSYCHOLOGICAL ASPECTS (SPECIFIC)

Building an atmosphere of relaxation and concentration at the same time Giving teachers and learners the opportunity to enter a new role according to their personal preferencesBuilding an atmosphere of support and at the same time letting students feel free to express themselves through L2 communication from day oneBuilding emotional links between the new personalities in playful, game like activitiesResult: Interconnectedness of teacher, class and jointly created new reality (unique for each group)

C H O O S E A N E W N A M E , N A T I O N A L I T Y , P R O F E S S I O N , F A M I L Y

T A L K T O T H E C O L L E A G U E S O N Y O U R L E F T A N D O N Y O U R R I G H T

W O U L D Y O U F E E L C O M F O R T A B L E I N T H E C O M M U N I C A T I V E C L A S S R O O M W I T H Y O U R N E W

I D E N T I T Y ?

If you were to change your identity who would you like to be?

THE NEW PARADIGMPEDAGOGICAL ASPECTS (content 1)

Only after building a lasting atmosphere of love and trust, the brain challenge (the language input) can be increased significantly

Enlarged information units (linguistic and cultural) are presented

A new type of a FL course book ( drama)and lessons (chapters) are designed and introduced

The material is organised on discourse level with in-built focus on elements (through the different lay-out)

The text is running in parallel columns of L2 and L1 (L1 later removed) highlighting active language

THE NEW PARADIGMPEDAGOGICAL ASPECTS (content 2)

The first chapter contains the largest amount of linguistic information (around 800 lexical items, many collocations, phrases, whole pattern grammatical items), the volume decreasing with each successive chapter Passive grammar and vocabulary input is intentionally planned to be spontaneously absorbed and brought to conscious level at later stagesSpecially designed grammatical wall charts for utilizing the peripheral perceptions of learners are introducedThe highlighted active language and the Grammar reference section stimulate logical processing

THE NEW PARADIGMPEDAGOGICAL ASPECTS (procedure )

Introducing first the whole linguistic/cultural pattern Then focusing on the elementsFinally integrating the elements into the whole pattern Encouraging learners to do parallel processing of central and peripheral information Transforming passive knowledge into active knowledge in a systematic wayMaking clear decisions on the outcomes at passive and active level of knowledge acquisition and skills formation

Language Functions and topics

Present continuous/simple To be To have There is/there are Future simple Be going toModals (can, must, may)The nounArticles 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 Expressing preferences about food and drinks , etc.

CHAPTER ONE SYLLABUS: Half of CEFR A1 level in 3-4 days

THE NEW PARADIGM ARTISTIC ASPECTS after E. Gateva, 1981, 1982

Drama book based on a plot, dramatis personae and sequence of events Consists of 8-10 units (acts or chapters broken down in scenes with conversations and descriptions)In-built songs, poems and quotations in the main textAncillary reading texts (different genres-stories, letters, jokes, etc.), grammatical and traditional songs Reproductions of famous paintings Strong focus on L2 culture Artistically designed grammar posters Songs and stories included even in the Grammarsection

THE NEW PARADIGMARTISTIC ASPECTS (procedure 1)

Continuous and multiple role play takes place at all stages

The first presentation of the new linguistic and cultural input happens through a concert session (melodrama) -the intonation follows the rhythm, dynamics of the classical piece of music

The second presentation of the material (recital) is at the background of relaxing Baroque music-the intonation and tempo varies according to the situation, the characters and their emotional state

THE NEW PARADIGMARTISTIC ASPECTS (procedure 2)

The elaboration stage (the day after the concert session) follows the scenario and integrates numerous reading, translation tasks, grammatical and lexical songs, games, activities and clarifications, reproductive role plays The performance stage (on day two or three after the concert) gives the opportunity for creative use of language through individual and group presentations of mini-stories and dialogues The final performance takes place on the last day of the course and the students are the script writers and actors. It takes the form of a play or a series of role plays/stories

WHERE DO YOU ANTICIPATE THE BIGGEST CHALLENGE OF THE NEW PARADIGM?

Presenting 800 new lexical items in one go?

Memorizing whole chunks of language spontaneously?

Teaching grammar in a global way through whole patterns and no proper consolidation exercises?

Presenting the new material through classical music?

Dealing with the new type of drama book with 8-10 chapters and L2/L1 text running in parallel columns?

Organising continuous role play and maintaining a restful and stimulating atmosphere at all stages?

1 . H U M A N I S T I C R E L A T I O N S H I P S , A T M O S P H E R E O F L O V E A N D T R U S T

2 . G L O B A L A R T I S T I C ( A E S T H E T I C ) B U I L D - U P O F T E A C H I N G A N D L E A R N I N G

3 . D E S U G G E S T I V E - S U G G E S T I V E T Y P E O F L E A R N I N G C O M M U N I C A T I O N

4 . O P E R A T I N G O N T H E V E R G E O F L A N G U A G E P E D A G O G Y , A R T A N D P S Y C H O L O G Y

THE BRAIN CHALLENGE AS AN ASPECT OF QUALITY: TIERS OF

PROTECTION

QUALITY AS RESEARCH SUPPORTED INNOVATIONThe Research Institute of Suggestology

Interdisciplinary Board of scientists to oversee the implementation of the new paradigm (medical doctors, applied linguists, music experts, educationalists from Universities and scientific institutions) Director, Senior Methodology ConsultantResearch (academic) staff to conduct experiments in the language courses, in the experimental schools (physiologists, psychotherapists, applied linguists, specialists in school subjects) and publish the results A team of 22 teachers of English, German and French Technical assistants ( staff in support of teachers and researchers)

QUALITY AS ACADEMIC SUPPORT

Structured course of study (syllabus, timetable)

Placement and progress tests (interviews, translation)

Weekly methodology meetings

Observations (done from the music lab) and discussions of lessons

Library work, seminars and conferences

Teacher training abroad

End-of-course questionnaires

Record of attendance, record of lessons and experiments conducted by researchers

The Research Institute of Suggestology9 Budapest Str., Sofia

AN ATTEMPT TO BUILD A MODEL OF AN INNOVATIVE PEDAGOGICALINSTITUTION, UNIFYING THEORY

AND PRACTICE

The Research Institute of Suggestology

RESEARCH AND PUBLICATIONS TO VALIDATE THE CLAIMS OF THE NEW APPROACH

DR LOZANOV ALWAYS FELT THE NEED FOR SCIENTIFIC RESPONSIBILITYHow does the information overload impact onsome psycho-physiological aspects the learners ?

General health condition Mental activity and working capacityReactivity Pulse and blood pressure Bioelectrical brain activity Short and long term memory

S L I G H T I N C R E A S E I N T H E E X C I T A B I L I T Y O F T H E C E R E B R A L C E L L S D U R I N G E L A B O R A T I O N

E F F E C T O F R E S T D U R I N G T H E C O N C E R T S E S S I O N ( I N C R E A S E D A L P H A R H Y T H M , B E T A R H Y T H M D R O P S U N D E R T H E I N I T I A L L E V E L )

L O Z A N O V , B A L E V S K Y , S T O M A N Y A K O V , 1 9 7 3

The effect of suggestopedia on the cerebral bioelectrical activity of learners

and teachers

T H E U S E O F S U G G E S T I V E T E C H N I Q U E S M A K E S T H E E F F E C T I V E M E M O R I Z A T I O N O F

I N C R E A S E D L E X I C A L L O A D P O S S I B L E A T R E L A T I V E L Y L O W L E V E L S O F

B I O E L E C T R I C A L A C T I V I T Y

( P . B A L E V S K Y , 1 9 7 5 )

The effect of suggestoedic language learning on memory and bioelectrical

activity of the brain

A T T H E E N D O F A S U G G E S T O P E D I C L A N G U A G E C O U R S E T H E L E A R N E R S D E M O N S T R A T E T H E I R

A B I L I T Y T O W O R K F A S T E R A N D M O R E P R E C I S E L Y ( S O L V I N G M A T H S P R O B L E M S A N D

C R O S S I N G O U T / U N D E R L I N I N G L E T T E R S )

B A L E V S K Y , 1 9 7 3 , R . N O N C H E V A , 1 9 7 5

The effect of suggestoedic language learning on learners` mental activity,

working capacity and reactivity

T H E U S E O F S U G G E S T I V E I N T O N A T I O N A N D C L A S S I C A L M U S I C ( T H E M O O N L I G H T S O N A T A ) I N T H E P R O C E S S O F T E A C H I N G C O N T R I B U T E S T O I N C R E A S I N G T H E V O L U M E O F T H E S H O R T A N D L O N G T E R M M E M O R I Z A T I O N O F L E X I C A L

I T E M S

P . B A L E V S K Y , L . G A N O V S K Y , 1 9 7 5

THE EFFECT OF SOME OF THE MEANS OF SUGGESTION ON THE SHORT TERM AND

LONG TERM MEMORY

THE EFFECT OF SUGGESTOPEDIC LEARNING ON SPEECH PRODUCTION AND CREATIVITY

Suggestopedic courses demonstrated: Significantly improved speech production of learners-84 communicative utterances per adult learner and 72 communicative utterances per student in the final interview (test) (L. Dachkova, 1986, G. Mateva, 1990)

During the course: Creative use of language to construct new meaning Sharing meaning new to the partner (information and opinion gap activities)Expressing meaning “new to self” which makes learners broaden their vocabulary and grammar and helps them retrieve less accessible language (after Tan B. Tin, 2013) Creative use of language facilitated by the artistic means and vast stock of linguistic resources

Researchers recorded and analysed role plays (booking a room in an overbooked hotel) of 30 pairs of learners of English, German and FrenchVariety of communicative functions (informing, requesting, expressing surprise, agreeing, rejecting, apologising, suggesting, thanking…) New thoughts and newly formed sentences 24.53% partially transformed and 64.15% entirely transformed sentences compared to model sentences in the teaching material

A. Novakov, 1975

INVESTIGATING LEARNERS` CREATIVITY

LEARNERS TEACHERS

IN ROLE PLAYS AT ALL STAGES IN SPONTANEOUS EVERY DAY CONVERSATIONS DURING THE STAGE OF PERFORMANCE THROUGH PRESENTATIONS AND DIALOGUESDURING THE PERFORMANCE AT THE END OF THE COURSE

TEACHERS AS MATERIALS WRITERS

TEACHERS AS “MOCK” STAGE DIRECTORS

TEACHERS AS “MOCK” ACTORS

TEACHERS AS “MOCK” SINGERS

TEACHERS AS “MOCK” POETS

MANIFESTATIONS OF LEARNERS` AND TEACHERS` CREATIVITY

TO SUM UP: QUALITY IN SUGGESTOPEDIC LANGUAGE EDUCATION

QUALITY AS HUMANISTIC RELATIONSHIPS QUALITY AS INTRODUCING INNOVATION AND CREATIVITY QUALITY AS ACADEMIC SUPPORT, RESEARCH AND VALIDATION QUALITY AS MOBILISING THE POTENTIAL ABILITIES OF LEARNERS AND TEACHERS QUALITY AS LACK OF STRAIN AND FATIGUE QUALITY AS WHOLE PERSONALITY DEVELOPMENT

“ T H E P R O C E S S O F T E A C H I N G I S A N O R G A N I S E D C O M M U N I C A T I O N S Y S T E M A I M E D A T P R O V I D I N G T H E Q U I C K E S T ,

H I G H E S T Q U A L I T Y A N D T H E M O S T H A R M L E S S F O R M O F E D U C A T I O N P O S S I B L E ”

G . L O Z A N O V , 1 9 7 5

TO BE FURTHER INVESTIGATED AND DEVELOPED