METHOD/APPROACH

THE SILENT WAY Caleb Gattegno

‘innovative’ method

Miguel Fernando
Saenz Taborda
12-02 B
SUGGESTOPEDIA Georgi Lozanov,
method Evelyna Gateva
 TEACHER’S STUDENTS’
METHOD/APPROACH ROLE ROLE

THE SILENT WAY to be more

the technician
‘innovative’ method active

to be more
the authority active after
SUGGESTOPEDIA which they already
method ‘desuggests’ trust and
the students respect the
teacher
METHOD/APPROACH MAIN ADVANTAGE MAIN PROBLEM

THE SILENT WAY belief in the student no modelling

‘innovative’ method

Student differences are not

“Memorization in learning seems taken into account. Not all
SUGGESTOPEDIA to be accelerated 2.5 times over students get relaxed by
method that in learning by conventional listening to music. It is
methods.” (Lozanov 1978:28) expensive to set up an ideal
classroom to use this method.
 PEOPLE
METHOD/ ALSO THEORY OF SALIENT MAIN MAIN LEARNING THEORY OF TEACHER’S STUDENTS’
APPROACH KNOWN AS ISSUED BEHIND THIS MAIN PURPOSE LANGUAGE FEATURE ADVANTAGE PROBLEM MODEL LEARNING ROLE ROLE
METHOD

Students should
discover what
THE SILENT they must study. Teacher
WAY In the early Caleb belief in the attempt to the to be more
‘innovative’ - 1970s Gattegno It does not student no modelling transactinal technician active
includes speak
method problems
solving
   

It is
concerned
with the
Rather systematic
conventional, study of
although nonrational Student
memorization of and/or differences are Learning
occurs
Delivering whole nonconciou “Memorization in not taken into through
advanced meaningful texts s influences account. Not to be more
the conversational is that human learning seems to all students get suggestion, the active after
SUGGESTO application Georgi competence recommended. beings are be accelerated 2.5 relaxed by attempt to when learners authority they
of Lozanov, times over that in are in a which
PEDIA affective- - Evelyna quickly. The goal It is suggested a constantly learning by listening to transmitionn deeply ‘desuggests already
method is view of language responding music. It is model trust and
humanistic Gateva understanding, in which lexis is to. The conventional expensive to relaxed state. ’ the respect the
approach methods.” Baroque students
not central and in learning set up an ideal teacher
memorization. which lexical environme (Lozanov 1978:28) classroom to music is used
to introduce
translation nt use this this state.
rather than (decoration method.
contextualizatio and
n is stressed furnitures)
plays an
important
role.
  Silent Way Suggestopedia
Method/ Approach ‘innovative’ method method
Also known as - the application of affective-humanistic approach
Issued In the early 1970s -
People behind this method Caleb Gattegno Georgi Lozanov, Evelyna Gateva
Purpose(s) help the students to transfer what they know about a certain language to help the students eliminate any negative feeling that may appear during the
new contexts by giving any help if necessary, focusing the students’ learning process and overcome any barriers by creating a relaxing atmosphere
perceptions, fostering their autonomy, and providing exercises

Goal students are able to use the target language as a tool to express students can use the full mental power that they have to learn and finally master
themselves a language
Skills that being developed S, R, W reinforce one another speaking, reading, writing
Teacher’s role the technician the authority which ‘desuggests’ the students
Students’ role to be more active to be more active after they already trust and respect the teacher

The most important thing to learn the sounds of the language (pronunciation) vocabulary (in dialogues &compositions)

The learning processes include 1) learning the sounds, spelling, how to read and pronounce words 1) looking at several posters which are displayed around the classroom with
2) focusing attention to the language structures certain topic for a time
2) pretending to be someone else
3) working on some dialogues (translate, a drama, games, songs, Q&A
exercises)

Situation of learning process student-centered quite teacher-centered

Language using native language is only used to give instruction & feedback, improve native language is used if necessary (to make the meaning of some words in the
pronunciation, exploit any knowledge dialog clearer)

Assessment all the time all the time but not through a formal test
Getting correct answer errors are natural & parts of learning so self-correction/ pair correction is errors are corrected gently
encouraged; teacher corrects if nobody can correct

Techniques of teaching learning sound-color chart, teacher’s silence, peer correction, rods, self-correction classroom set-up, peripheral learning, positive suggestion, choose a new identity,
gestures, word chart, fidel chart, structured feedback role play, active and passive concerts, primary activation, creative adaptation