1. SUGGESTOPEDI
A

2. Bulgarian Educator and Psychologist
Georgi Lozanov

3. Origin
 “Suggestion” and “Pedagogy”
- a set of learning recommendations derived from
suggestology.
 It was originally developed in the 1970’s
 Drew from Soviet psychological research and yoga.
- Draws the importance of relaxation of mind for
maximum retention of material
- “all students can be taught a given subject matter at
the same level of skill’ Jack c. Richards

4. In the classroom
 Extended dialogues, often several pages in
length, accompanied by vocabulary lists and
observations on grammatical points. Typically these
dialogues would be read aloud to the students to the
accompaniment of music.
 The most formal of these readings, known as the
“concert reading” . This could be a pleasurable
event, with the learners free to focus on the music, the
text or both. The rhythm and intonation of the
reading would be exaggerated in order to fit with the
rhythm of music.

5.  Less formal reading would employ a
lighter, less striking piece of music, such as a
piece of Baroque music and less prominent
role.
 During both types of reading the learners
would sit in a comfortable seats and
stimulating environment in terms of décor
and lightning.
 After reading the with the accompaniment of
music the teacher would then make use of the
dialogues for more conventional language
work

6. The most important characteristics of
this method are:
Decoration
Furniture
Arrangement of the
classroom
Authoritative behavior of
the teacher
The use of soft Baroque
music (this makes the
method unique)

7. Three functions of music in therapy :
(Gaston, 1968)
To facilitate establishment and maintenance
of personal relations
To bring about increased self-esteem through
increased self-satisfaction in musicial
performance
To use the unique potential of rhythm to
energize and bring order (the reason for the
use of music in Suggestopedia)

8. Approach
Bancroft states that there are six
principle theoretical components of
Suggestopedia:
Authority
Infantilization
Double-planedness
Intonation, rhythm, and concert
pseudo-passiveness

9. Authority
 give control and authority to the
teacher completely
What makes a teacher authoritive?
 self-confidence
Personal distance
Acting ability
Possitive attitude

10. Infantilization
teacher – student
relationship
vs.
parent – child relationship

11. Double-plannedness
 Learner learns not only
from
- direct instruction
but also
- bright decor of the
classroom, musicial background, shape
of the calssroom, personality of the
teacher.

12. Intonation, Rhythm, Concert
Pseudo-Passiveness
Intonation plus Rhythm
coordinated with musicial
background
A relaxed attitude with the help of
musicial background : Concert
Pseudo-Passiveness

13. Design
Objectives
To deliver advanced conversational
competence quickly
To master prodigious lists of
vocabulary

14. Learning Activities
Question and answer
Role play
Listening exercises

15. Roles of Learners
 Pseudo-passiveness state
 Acting childishly
 Not to figure out
Not to manipulate
Not to study material

16. Roles Of Teachers
According to Lozanov, teachers
should give attention to
o Absolute confidence
o His/her manners and dress
o Organizing the lesson
(music choice, punctuality)
o Responding tactfully
o Modest enthusiasm

17. Role of Materials
Direct Supported Materials:
 Texts
 Tape
Indirect Supported Materials:
 Classroom fixtures
 Music
 Text books
 Learning environment

18. Criticisms
Disadvantages
 Hardness of finding colorful environment
 Negative effects of direct translation
 Concentration problems
Advantages
 Through Suggestopedia we learn to trust the power
of mind.
 We learn the deliberately included states of
relaxation
 The benefit from the use of music to get student sit
back and relax.

19. Conclusion
Learning is facilitated by environment
and music.
Teacher is the authority.
Psychological barriers are removed.
In texts target language and its native
language are given.