Desuggestopedia Presentation

DESUGGESTOPEDIA
Ferlin YÜCEL 19132044

Sammar Elsilmani 20132903
Samira Elsilmani 20132904
Gamze Yılmaz 19132039
İrem Merve Çontar 19132030
Salma Addas 20132902
Sara Tarrab 18132904
Elif Naz Gül 19132036
Outline
1. Introduction
2. Thinking about the experience
3. Reviewing the principles
4. Reviewing the techniques and classroom set-up
5. Conclusion
6. Application Part
Introduction
• Celce-Murcia (1991) coined the term "affective-humanistic approach," emphasizing the importance
of respecting students' emotions in the learning process.
• Georgi Lozanov, the pioneer of Desuggestopedia, identified a common hindrance to learning:

psychological barriers.
• Desuggestopedia aims to unleash students' untapped reserves.
• Desuggestopedia emerged as the application of suggestion studies to pedagogy.
• Evelyna Gateva, enriched Desuggestopedia by integrating the fine arts into the learning process.
Experience
A university classroom in Egypt, where English language learners engage in transformative methods.
Gathering three mornings a week for two-hour sessions.
• Immersive Environment
• Integration of Props and Visuals
• Adoption of English Names and Identities
• Innovative Teaching Techniques:
• Use of Music and Art
• Interactive Dialog Reading
• Creative Language Practice
• Positive Learning Environment
• Integration of Grammar and Vocabulary
• Holistic Approach
THINKING ABOUT THE EXPERIENCE
OBSERVATION 01 PRINCIPLE 01
• A bright and colorful Cheerful learning process

classroom
• Posters with grammatical Peripheral learning
information
• Confident speech from The students trust and

the teacher respect authority.
• The teacher’s impression of
easy and fun target Removing psychological
language learning barriers
• Choosing new names The students feel secure

and open.
• The students play instruments Freeing speech muscles, positive

and sing a song. emotions
• The teacher gives handouts with Applying indirect positive

dialogues titled “to want is to be suggestions
able to” .
• The teacher talks briefly about English It allows students to focus on the
grammar and vocabulary. They are details before returning to the whole
bold printed in the dialog. text again.
• In the left column: Clearer meaning via native
target language language translation
• in the right column:
native language
• The teacher reads the dialog with Communication happens within two factors:
music. She matches her voice to the conscious level (learner focuses on
rhythm. language) & subconscious level (the music
makes learning seem easy and enjoyable)
Since the line between the conscious and
• For homework, students read the subconscious is less clear, these
the dialog at night and in the moments allow students to learn the
morning. dialog.
• The teacher gives the Dramatization is valuable

students hats for the for activating the learning
different characters in the material.
dialog.
• The teacher leads the class in The teacher helps students

activities involving the dialog. to “activate” the exposed
material.
• She teaches a children’s Music and movement

song. reinforce the linguistic
material.
• The teacher and students play The conscious attention of

a question & answer game. students focuses on using the
language.
OBSERVATION 16 RESULT 02
• The teacher corrects Errors are corrected with a

errors with a soft voice. gentle manner.
3. REVIEWING THE PRINCIPLES
Q1: What are the goals of To accelerate the process by which

teachers who use students learn to use a foreign
Desuggestopedia? language
Q2: What is the role of Teacher: the authority in the classroom.

Students: retain information better from
the teacher and the role of
someone in whom they have confidence
the student:?
• Posters about the target language
Q3: What are some characteristics • Handouts with lengthy dialogs in the
of the teaching/learning process? target language
• Teaching involves two concerts:
active and passive

• Teacher initiates student-

Q4: What is the nature of teacher interaction
student-teacher • Students responding
interaction? nonverbally or practicing
target language words
Great attention is given to students'
Q5: How are the feelings of feelings
the students dealt with? Indirect positive suggestions
to enhance students' peripheral
learning
Q6: How is language Desuggestopedic classes

emphasize the importance of
viewed? How is culture
fine arts and everyday life of
viewed? language speakers.
Q7: What areas of language are Vocabulary, grammar, speaking,

emphasized? What language reading, and writing
skills are emphasized? The 'paraconscious' mind will
absorb the linguistic rules
The teacher uses the native
Q8: What is the role of language in class when
the students' native necessary, and less as the
language? course proceeds
Through students' normal in-

Q9: How is evaluation class performance and not
accomplished? through formal tests
Q10: How does the Errors are corrected

teacher respond to calmly
student errors?
Reviewing the Techniques and
Classroom Set-Ups
Classroom Set-up:
• To create a bright and cheerful environment.
Peripheral Learning:
• Putting up grammatical posters of the target language.
Positive Suggestion:
• There are direct and indirect means of suggestion, the indirect
method appeals to students more.
Choosing a New Identity:

• Students can create a fictional world in the target language.
Role Play:
• The students and roleplay using the target language and they’re
often asked to create their own lines.
Active Concert:
• The teacher will present a story in dialog form and read it to the
students with music, and draw their attention to the grammatical
parts.
Passive Concert:
• The students listen to the teacher reading with music
accompaniment.
Primary Activation:
• Students reread the dialog in the target in particular manners.
Creative Adaptation:
• Students engage in varied activities that help them learn the
material and use it.
Conclusion
• Learning is facilitated by the environment.
• Teachers have authority.
• The use of direct and indirect suggestions.
• Target language and native language are used in texts.

THANK YOU
SO MUCH

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DESUGGESTOPEDIA

Ferlin YÜCEL 19132044

• Georgi Lozanov, the pioneer of Desuggestopedia, identified a common hindrance to learning:

• Desuggestopedia aims to unleash students' untapped reserves.

• Desuggestopedia emerged as the application of suggestion studies to pedagogy. ​

• A bright and colorful Cheerful learning process

• Confident speech from The students trust and

• Choosing new names The students feel secure

• The students play instruments Freeing speech muscles, positive

• The teacher gives handouts with Applying indirect positive

• The teacher gives the Dramatization is valuable

• The teacher leads the class in The teacher helps students

• She teaches a children’s Music and movement

• The teacher and students play The conscious attention of

• The teacher corrects Errors are corrected with a

Q1: What are the goals of To accelerate the process by which

Q2: What is the role of Teacher: the authority in the classroom. ​

• Teacher initiates student-

Q6: How is language Desuggestopedic classes

Q7: What areas of language are Vocabulary, grammar, speaking,

Through students' normal in-

Q10: How does the Errors are corrected

Choosing a New Identity:

• Teachers have authority.

• The use of direct and indirect suggestions.

• Target language and native language are used in texts.

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• Desuggestopedia emerged as the application of suggestion studies to pedagogy.

Q2: What is the role of Teacher: the authority in the classroom.