deSuggestopedia - hgunn.uk

                  

DeSuggestopedia.

        The 1970  deSuggestopedia  method is not a proven teaching, language learning method.  Wikepedia refers to research indicating that it is psuedo-science. There is overwhelming evidence that it is.

          
          The fundamental problem with teaching a second language is that it is a basic skill.   We are now living in the age of the cognitive scientist and neuroscientists. There are no miracle methods of learning any language. It is virtually impossible for anyone to offer high quality second language tutoring without undertaking intensive teacher training.

       The public fail to understand that professional teaching is researched based. It is a proven methods
that is practiced by millions of teachers every day across the developed world. The concept of professional teaching is non-negotiable. 

         There is whole range of eccentric second language learning methods that allow those who do not have a clue how to teach to employ. Lazanov, who invented deSuggestopedia work is primarily based on developing the positive attitudes towards learning. Second language teaching resembles maths in that it makes fast demands on working memory and this is why learners find it so difficult to learn them.

        There are university second language authorities. Coleman and Klapper (2006) in their researched book on university second languages contended that junior academics tutors would benefit from learning from professional teachers. They are teaching academic students not community learners.

           deSuggestopedia is based on the assumption that if learners are made more relaxed they will learn more effectively. This cannot be questioned, but the improvements will not be huge. The 
most effective way to resolve learners learning anxiety is to provide them with high quality teaching  through offering learners a properly structured learning experiences.

       Howard has taught adults with learning difficulties. It is one of the most challenging tasks a teacher can do. He did not need to entertaining learners. Hunter and Turner honest Welsh language tutors warned about Welsh tutors making lessons fun.

             Professor Susan Halan is an authority on music cognition. Music does have some benefits on children's cognitive development. There is no evidence's listening to music improves memorisation of language. What was referred to as the Mozart effect has been discredited. It only referred spatial learning not word learning. It certainly does not allow a ridiculous amount of learning to take place.

            The notion that adults should be reduced to attract childlike state has no cognitive validity. Professor John Sweller refers to the fact that very young children learn languages  naturally. They are biologically primed to learn oral language. It referred to bilogically primary learning. Most other learning is biologically secondary.

      There is a notion that languages can poured into learners like petrol into a tank. It was what confisus referred to as feed the duc method of learning. Rote teaching has been described as being like filling a leaky bucket full of sand. Words are facts. 50% of facts are lost within a hour of learning them.

     Leaners can pick up grammar or words subsciously through memorising phrases. They need to be conscientiously learned.

           There is no evidence Lazanov's work in the academic literature. His methods date back to 1970s. Coleman and Klapper (2005) in their research book on university second language tutoring that has 22 leading authorities contributing to the deSuggestopedia has no validity. They referred to was students sitting in armchairs and they are argued that there were better ways of relieving anxiety.

           The fact that students are required to express what they have learned through acting, songs, and games appears to amount to 'gimmicks' aimed at entertaining learners. It is a process of making lessons fun by tutors who cannot tutor.

     Hunter and Turner honest Welsh tutors warned about tutors making learning fun so they can entertain their learners. The most effective means of entertain learners who pay their hard earned money and hundreds of hours of work is to offer them quality learning support and structured learning experiences.

        What is amazing feature of deSuggestopedia according to Wikipedia is that learners are only expected to learn through speaking and reading. This is professionally referred to as mouthing words and barking at print. Nothing is taught to learners. Tutors are expected to do all the work. They are paying tutors to give them the homework.
 
     Rowntree one said that some teachers have twenty years of teaching experience and others experience of teaching the same thing twenty times. deSuggestopedia have been teaching nothing for twenty years.
          
           It is not really surprising dated Y-tube interview of last of the late Lazanov that a teacher somewhere in the world on the Y-tube podcast refers to being threatens to be  dismissed for practising the method with children. Any registered teacher in the United Kingdom who practice the method that Lazanov advocates would be struck off for incompetence. It is not a proven method. It does not refer to proven research.

         



Proven Methods


        Proven methods are those methods that are  those practised by thousands of learners and approved by thousands of authorities in their field including  leading authorities in their field and there is a notion with Welsh language that only those who can speak it authorities in their field, but there is no significant difference in teaching Welsh learning in any other second language in the world.


1. The reason why new learners cannot easily learn a new language phonology is because there are no gaps between words as there are no spaces in written language. One only has to listen somebody speaking a different language to work this out.


2. Spoken language is fast and transitory. It must be referred to learn language phonology, but is a very inefficient way of learning grammar and vocabulary.


3.  Processing written work is a very important role in developing speaking skills. It invokes the same neural processes. And reading has an important role also.


4. Cramming information will cause cognitive overload and interference. It took an efficient way of learning.


5. Standard are only achieved through the quality of teaching.           

Wikipedia de-Suggestopedia method stating that it:-


     
Is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used mostly to learn foreign languages.

      The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as the method improved, it has focused more on "desuggestive learning" and now is often called "desuggestopedia".

       
       Suggestopedia is a portmanteau of the words "suggestion" and "pedagogy".

       
         A common misconception is to link "suggestion" to "hypnosis". However, Lozanov intended it in the sense of offering or proposing, emphasising student choice.

          Physical surroundings and atmosphere in classroom are the vital factors to make sure that "the students feel comfortable and confident", and various techniques, including art and music, are used by the trained teachers.

   
        Suggestopedia has been called a "pseudo-science".
     

       It depends, in a sense, on the trust that students develop towards the method. Lozanov never admitted that Suggestopedia can be compared to a placebo. He argues, however, that placebos are indeed effective.

      Another point of criticism is brought forward by Baur, who claims that the students only receive input by listening, reading and musical-emotional backing, while other important factors of language acquisition are being neglected.

         Another point of criticism is brought forward by Baur, who claims that in suggestopedia students only receive input by listening, reading and musical-emotional backing, while other important factors of language acquisition are being neglected

       Furthermore, several other features of the method – like the 'nonconscious' acquisition of language, or bringing the learner into a childlike state – are questioned by critics.


      It also refers to the method “Covering a huge bulk of learning material”

     

See Lazanov 2013 Ytube Interview

       Lazanov refers to himself being a physician and educator. He explains that the method applies listening to music and listening to teacher. He refers to creating a psychological state. He claims the brain become able to accept more information.


       Lazanov argues that conversational knowledge of German can be acquired in one month 24 days through applying four 45 minute periods and that 2,000 words together with the whole grammar can be learnt in that time.  

       He claims that all subjects can be taught in this way.


      In this 2013 Lazanov interview is described as being a physician. A physician is a doctor. He can only described as a crank. He is saying a lot about nothing.

      Lazanov died in 2012 at the age of 86 years of age. The interview is clearly dated. It is not real surprising that lady on the podcast was sacked for practising it with children.

       There is no evidence he has ever taught anyone a new language, because if he had, he would have known the claims he made about learning rates are delusional. Lazamov deSuggestopedia is a 1970s.
     

Referencest.
 
John Sweller - English as a Second Langauge  - Paper

T
his paper explains why adults cannot learn languages like young children, because their language is acquired as biological primary skill.

Colin Miles - It is Virtually Impossible for an Adult to learn proper Welsh.

Colin Miles refers the difficulty of learning Welsh learners permit virtually impossible for an adult and proper Welsh/

Mortimer, D. The Confessions of a Welsh Learner

Thi account by Dick Mortimer refers to  is successfully learning Welsh because for  higher standards of teaching s ss
d This d

Hunter. H. and Turners - Welsh Tutors - Miracle Methods of Learning.


They referred to in as entertaining learners rather than teaching them

Hurd and Murphy - O.U. - Miracle Methods of Learning.


Petty - Learning is Not an Instant Process like Pouring Petrol into a Tank

Petty Illustrates that binge learning will not yield effective learning. 

Every thing we learn need to grown into memory. Few words are instantly memorised.


Sarah Eaton - 10,000 Hours to Learn a New Language

Paper


B.B.C - 500 Word Fleuncy after 3 Years of Learning.

This illustrates that it takes around three years of daily practice develop vocabulary around 500 words minority

The problem for Welsh learners is that the Welsh language is not generally all around them in the classroom.

Research Principles of Language Learning 


Gunn H.J.D. - Political Dreams: Practical Realities: The Future of the Welsh Language and Welsh learning.
      


This provides a researched overview of standard second laguage practice


Review of Welsh Language Learning Margaret Newcombe


Cognitive Load - Split Attention - Listening to music and oral language causes interference, it does not enhance learning.


The Cockcroft Report 1982 - Lazanov must disprove this report to demonstrate the validity of the methods


Christina Kirch - Krashen's Input Model has No Validity (Click below) 

Adams, J. (2000) in Field, K. (2000) It All Ends in Tiers in Issues in Modern Foreign Language Teaching.    London: Routledge. 


Baddeley, A.D. (2012) Working Memory GoCognitive Psychology


Bear M.F., Connor, B.W. and Paradiso, M.A (2016)         Neuroscience: Exploring the Brain Walters Kluewer, London


Bell,A.W.,Costello,J.,and Kuchmann,D. (1983) Research on Learning and Teaching. Windsor: N.F.E.R.-Nelson


Broady, E. (2005) The Four Language Skills or ‘Juggling Similtanoues Constraints’ in Coleman, A. & Klapper.J. Ed. Effective Learning and Teaching: Modern Language. London, Routledge.


Chait, S. (2000) Understanding Children with Language Problems.      Cambridge: Cambridge University Press.


Cooney-Hovath, J. (2019)
Stop Talking Start Influencing: 12 Insights From Brain Science to Make Your Message Stick. Chatswood, Australia: Exilse


Costa, A (2020) The Bilingual Brain Penguin

 

DeKyser, R.M. Ed. (2007) Second Language. Perspectives from Applied Linguistics and Cognitive Psychology New York: Cambridge University Press.

 

Dornyel, R.M. (2007) Perspective for Applied Linguistics and Cognitive Psychology


Eaton, A (2017) How Long Does it Take to Learn a Langauage: The 10,000 hour rule as a model of fluency  Calgarry, Onate Press

https://www.springinstitute.org/wp-content/uploads/2016/01/How-Long-Does-It-Take-To-Learn-A-Second-Language.pdf

 

Ellis, R. (2003)  Task-based Language Learning and Teaching. Oxford: Oxford University Press 

Coleman, A. & Hague, E. (2005) Curriculum Design in Coleman, A. & Klapper.J. Ed. Effective Learning and Teaching: Modern Language. London: Routledge.


Field, K.Ed. (2000) Issues in Modern Foreign Language Teaching.    London: Routledge.


Flynn, N. (2008) Living in Two Worlds: The Language Development of Young Bilinguals in Marsh, J and Hallet, E. Desirable Literacy: Approaches to Language and Literacy in the Early Years. London: SAGE


  Garthercole, S.E. & Alloway, T.P. (2008) Working Memory & Learning Sage Publications

Goldacre, M (2008) Bad Science Harper Collins

Gunn, H.J.D. (2010) Developing Effective Second Language Teaching and Learning Strategies. Pontypridd:Denbigh Publications

 

Gunn (2016) Developing a New Perspective on First and Second Language Learning; including Working Memory. Pontypridd. Denbigh Publications


Gunn (2017) A New Applied Perspective on First and Second Language Learning; including Music and Mathematics. Pontypridd, Denbigh Publications


Grufudd, H. (2003) Welsh Rules: A Welsh Grammar for Learners.    alybont:Llofa

 

Gunn, H.J.D. (2017) Political Dreams. Practical Realities. The Future of the Welsh Language and Welsh Language Learning. Denbigh Publication,   Available on Website hgunn.uk 

Hallan (2010) The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Young People. London: Institute of Education, London University


Hurd, S & Murphy, L. Ed. (2005) Success with Languages. Oxen: Open University and Routledge.

 

Jones, J. (2000) Teaching Grammar in the Modern Foreign Languge Classroom Field, K.Ed. Issues in Modern Foreign Language Teaching. London: Routledge.

 

King, G (2000) Modern Welsh London, Routledge

Meara, P. (2001) The Importance of any Early vocabulary on L2 Vocabulary. The Language Teacher Online.

Miles, C (2012) Pigeon Welsh Confronts Mutations The Institute of Welsh Affairs. 


Mitchell, R., Myles.,F, and Marsden, E. (2019)  
Second Language Learning Theories Edition. Routelge.


Morgan,C. & Neil,P. (2001) Teaching Modern Foreign Language. London: Kogan Pge. 

Mujis, D & Reynolds, D. (2001) Effective Teaching, Evidence and Practice. London: Paul Chapman.

 

Peck, A.J. (1998) The Place of Grammar in Modern Language Teaching in Gewehr, W.Ed. Aspects of Modern Language Teaching. London: Routledge


Petty (2010) Teaching Today. 4th Edition. Cheltenham:Nelson Thomas


Rodgers, A. (2002) Teaching Adults. Third Edition. Maidenhead: Open University.


Qualifications and Curriculum Authority (2007) Teacher’s Guide. Languages. A Scheme of Work for Key Stage 2, London: Qualifications and Curriculum Authority.


Richards, J.C. Ed., (2005) Second Language Listening: Theory and Practice. Cambridge: Cambridge Language Education.


Saville-Troike, M. (2006) Introducing Second Language Acquisition. Cambridge: C.U.P.

 


DS Kirsch.pdf

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