The Methods of Teaching Language Arts

 Method usually refers to a way or a technique, or process of doing things.

 Method of learning emphasizes the teaching process while approach focuses on both the
teaching and learning process.
 By method, we mean a system that spells out a set of procedures or activities that have been
chosen by the teacher in order to reach the course objectives.
 In other words, there is a way to do something, you need to consider how you do it. When you
have decided on how to do it, your method or means is what you use to do it.
The Methods of Teaching Language Arts
1. The Grammar- Translation
2. The Direct Method
3. The Audio-lingual Method
4. Total Physical Response
5. Community language Learning
6. The Silent Way
7. Language Experience Method
8. Desuggestopedia

I. THE GRAMMAR- TRANSLATION

 It is used to be and still the most popular teaching method.
 It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek,
involving little or no spoken communication or listening comprehension.
CHARACTERISTICS

 A focus on learning the rules of grammar and their application in translation passages from one
language into the other.
 Vocabulary in the target language is learned through direct translation from the native language,
it is taught in the form of isolated word lists.
e.g. with vocabulary tests such as:
the house = ang bahay the mouse = and daga
 Very little teaching is done in the target language. Instead, readings in the target language are
translated directly and then discussed in the native language. Little or no attention is given to
pronunciation.
 Grammar is taught with extensive explanations in the native language, and only later applied in
the production of sentences through translation from one language to the other.

For example:
Do you have my book? = Nasa iyo ba ang aking libro?
I don't know where your book is. = Hindi ko alam kung nasaan ang libro mo.
PRINCIPLES of THE GRAMMAR- TRANSLATION

 Literary language is superior to the spoken language. Translating each language into each other is
an important goal for learners.
 The authority in the classroom is the teacher. To be able to communicate with target language’s
speakers is not among the goals.
 The primary skills to be improved are reading and writing. Its focus is on accuracy and not
fluency.
 Error correction: If a student’s answer to a question is incorrect, the teacher selects a different
student to give the correct answer or s/he replies himself/herself.
 Classes are taught in the mother tongue, with little active use of the target language.
 Much vocabulary is taught in the form of lists of isolated words.
 Long elaborate explanations of the intricacies of grammar are given.
 Grammar provides the rule for putting words together, and instruction often focuses on the form
and inflection of words.
 Reading of difficult classical texts is begun early.
 Little attention is paid to the content of texts, which are treated as exercises in grammatical
analysis.
ADVANTAGES

 Large class can be taught.

 Teachers with low level of oral ability can be used.
 This approach can be used at all levels.
 Learners can use course book on their own.
DISADVANTAGES

 Content of materials often boring and have little of interest to the learners
 Inappropriate for young learners who cannot read much
 Exposure to authentic spoken language absent

II. THE DIRECT METHOD

 A method of teaching language directly establishing a direct or immediate association between
experience and expression, between the English word, phrase or idiom and its meaning through
demonstration, dramatization without the use of the mother tongue.
 Aims to build a direct relation between experience and language, word and idea, thought and
expression.
 Intends to let students learn how to communicate in the target language.
 It assumes that the learner should experience the new language in the same way as he/she
experienced his/her mother tongue.
 Also sometimes called the Natural Method. Not limited to but often used in teaching foreign
languages, the method refrains from using the learners' native language and uses only the target
language.
 It’s named “direct", because meaning should be connected directly with the target language
without translation into the native language.
 Meaning conveyed through demonstration “see-hear-say”
 Teacher replaces book as the model.
  Accuracy in speaking and writing is emphasized.
 Speech dominates over writing.
 Immersion in the target language.
 Teaching through target language
 Grammar learnt inductively from examples
 Use of visual aids.
MAIN PRINCIPLES OF THE DIRECT METHOD

 Classroom instructions are conducted exclusively in the target language.

 Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading
and writing are introduced in intermediate phase.
 Oral communication skills are built up in a carefully graded progression organized around
question-and-answer exchanges between teachers and students in small, intensive classes.
 Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is
taught by association of ideas.
 Both speech and listening comprehensions are taught.
 Grammar is taught inductively. Students Figure Out Rules Themselves. Because we aren’t
translating for our students, we’re introducing language in context through action and interaction.
For example, by hearing the teacher say “he is a student” to Ricardo, and “they are students” to
Chris and Natalia, students start learning verb conjugations without creating diagrams or having
patterns laid out for them.
 Correct pronunciation and grammar are emphasized.
 Student should be speaking at least 89% of the time during the lesson.
 Students are taught from inception to ask questions as well as answer them.
TECHNIQUES OF THE DIRECT METHOD
1. QUESTION & ANSWER:
The teacher asks questions of any nature and the students answer.

 Dictation: The teacher chooses a grade appropriate passage and reads the text aloud. Teacher
reads the passage three times
2. READING ALOUD:
Students take turn reading sections of a passage, play or dialogue out loud.
3. MAP DRAWING:
Students are given a map without labeled then the students label it by using the directions the teacher
gives.
4. PARAGRAPH WRITING:
The students are asked to write a passage in their own words.
The teaching techniques rely mostly on Reading aloud, Question answer exercise, Self-correction,
Conversation practice, Fill-in-the-blank exercise, Dictation and Paragraph writing.
ADVANTAGES
  It gives the opportunity to speak in meaningful contexts.
 It encourages spontaneous speech by learners.
 Lessons can be very lively in the early stages.
DISADVANTAGES

 Small groups are normally required.

 Difficult to provide enough variety of content and activity after a while.
 Teachers must be fluent speakers of the language.

III. AUDIO-LINGUAL METHOD

 The Audio-lingual Method is a method of foreign language teaching which emphasizes the
teaching of listening and speaking before reading and writing.
 It uses dialogues as the main form of language presentation and drills as the main training
techniques. Mother tongue is discouraged in the classroom.
 Based on the psychological theory of Behaviorism (Stimulus- Response- Reinforcement)
 Language is structured into patterns to be learnt
 Habit formation central to language learning (stimulus-response-reinforcement)
 Need to memorize or “over-learn”
 Primacy of speech over writing (hear-say-see-write)
 Grammar taught when language is familiar
 Errors to be avoided to counter wrong habits

PRINCIPLES OF AUDIO-LINGUAL METHOD

 Instructions are given in the target language.

 Language forms occur within a context.
 Students’ native language interferes as little as possible with the students’ attempts to acquire the
target language.
 Teaching is directed to provide students with a native-speaker-like model.
 Errors are carefully avoided because they lead to the formation of bad habits.
 Positive reinforcement helps the student to develop correct habits.
 The teacher is regarded as an orchestra leader- conducting, guiding and controlling the students’
behavior in the target language.
 Learning a foreign language is treated on par with the native language learning.
 Students are taken to be the imitators of the teacher’s model or the tapes.
 The dialogue is the chief means of presenting vocabulary, structures and it is learned through
repetition and imitation.
 Memorization and pattern drills are the practice techniques that are emphasized.
 Listening and speaking are given priority in language teaching, and they precede reading and
writing.
 Correct pronunciation, stress, rhythm
GOALS OF AUDIO-LINGUAL METHOD
1. ACTIVITIES

 There are two major types of activities in ALM;

a) mimicry- memorization of dialogs through repetition and
b) pattern drills of grammatical structures.
 The former is to help students learn contextualized structures, vocabulary items, pronunciation,
and cultural points; the latter is to enhance automaticity, fluency, and accuracy in grammatical
2. REPITITION

 The use of drills and patterns practice are the distinctive features of the Audio-Lingual method.
 The students repeat an utterance aloud as soon as they have heard it. They do this without looking
at a printed text. The utterance must be brief enough to retained by the ear. Sound is as important
as form and order.
EXAMPLES
T : I used to know him.
S : I used to know him.
T : I used to know him years ago
S : I used to know him years ago when we were in school.

 3. INFLECTION
One word in an utterance appears in another form when repeated.
EXAMPLES:
• I bought the ticket. - I bought the tickets.
• He bought the candy -She bought the candy.
4. SUBSTITUTION

 One word in an utterance is replaced by another.

EXAMPLES.
• He bought this house cheap. -He bought it cheap.
• Helen left early -She left early.
5. COMPLETION

 The student hears an utterance that is complete except for one word, then repeats the utterance in
completed form.
EXAMPLES:
T : I'll go my way and you go......
S : I’ll go my way and you go yours.
T : We all have . . . own troubles.
S : We al1 have our own troubles
6. TRANSFORMATION

 A sentence is transformed by being made negative or interrogative or through changes in tense,

mood, voice, aspect, or modality.
EXAMPLES :
• He knows my address.
• He doesn't know my address.
• Does he know my address?
• He used to know my address.
• If he had known my address.

ADVANTAGES

 Medium sized classes can be used

 Much practice of listening and speaking
 Can be used at elementart and intermediate level
 Learners can form grammatically- accurate language
DISADVANTAGES

 Fluent and confident teachers needed

 Repitition can be very boring and meaningless
 Little exposure to spontaneous or authentic speech
 Reading and writing are neglected and not treated as independent forms

IV. TOTAL PHYSICAL RESPONSE

 Total Physical Response (TPR) is a language teaching method built around the coordination of
speech and action; it attempts to teach language through physical (motor) activity.
 In TPR, instructors give commands to students in the target language, and students respond with
whole-body actions. Total physical response is often used alongside other methods and
techniques.
 It is popular with beginners and with young learners, although it can be used with students of all
levels and all age
CHARACTERISTICS OF TOTAL PHYSICAL RESPONSE

 The coordination of speech and action. Learners roles of listener and performer.
 Learners monitor and evaluate their own progress.
  Reading and writing is taught after grammar and vocabulary.
 Grammar is taught inductively.
 Grammar and vocabulary selected according to the situation.
 Learning language by gesture (body movements).
 The teacher and the students are the actors.
 Students should be more active and talk active.
 Motorist student
APPLICATIONS OF TOTAL PHYSICAL RESPONSE

 Reading : predicting skills and reading the text

 Writing : making dialogue, picturing.
 Vocabulary : reality, demonstration, conversation.
 Structure : reality, demonstration.
PRINCIPLES OF TOTAL PHYSICAL RESPONSE

 Listening ability and vocabulary must be developed first.

 There must not be any stress in the class.
 Regular repetition.
 Action verbs are the core of TPR.
 TPR is also technique of teaching vocabulary.
 No forcing but exploit the student’s errors for exposing others structure points. expose the natural
use of language.
 Create an artificial English community in the classroom.
 The more often we trace memory and the more intensively we repeat, the stonger the memory
associations are and the more likely it will be recalled.
ADVANTAGES

 It is fun, easy, and memorable It is a good tool for building vocabulary.

 It can facilitate students with the meaning in real context.
 It does not require a great deal of preparation.
 Help the students immediately understand the target language.
 TPR is inclusive and works well a class with mixed ability levels.
 Helps learners achieve fluency faster in learning language It benefits the Struggling students.
 Creates positive thinking.
DISADVANTAGES

 Students are not generally given the opportunity to express their own thoughts in a creative way.
 It can be a challenge for shy students.
 It is not a very creative method.
 Overusing TPR causes someone easily bored.
 Certain target languages may not be suited to this method.
 It is limited, since everything cannot be explained with this method.
 V. COMMUNITY LANGUAGE LEARNING
 Community Language Learning advises teachers to take their students as “whole person.”
 Whole person learning means that teachers consider not only the students’ intellect but also their
feelings.
 Teachers become “language counselors” and give no threatening to students.
UNIQUE FEATURES

 Students decide topics

 Teacher translates
 Teachers are “counselors”
 Students are “clients”
 100% safe
 Learning is inductive
HOW IT WORKS IN THE CLASSROOM
STAGE 1- REFLECTION

 We start with students sitting in a circle around a tape recorder to create a community
atmosphere.
 The students think in silence about what they'd like to talk about, while I remain outside the
circle.
 To avoid a lack of ideas students can brainstorm their ideas on the board before recording.
STAGE 2- RECORDED CONVERSATION

 Once they have chosen a subject the students tell me in their L1 what they'd like to say and I
discreetly come up behind them and translate the language chunks into English.
 With higher levels if the students feel comfortable enough they can say some of it directly in
English and teacher gives the full English sentence. When they feel ready to speak the students
record their sentences.
 They're working on pace and fluency. They immediately stop recording and then wait until
another student wants to respond. This continues until a whole conversation has been recorded.
STAGE 3- DISCUSSION

 Next the students discuss how they think the conversation went.
 They can discuss how they felt about talking to a microphone and whether they felt more
comfortable speaking aloud than they might do normally.
 This part is not recorded.
STAGE 4- TRANSCRIPTION
  Next they listen to the tape and transcribe their conversation.
 Only intervene when they ask for help.
 The first few times you try this with a class they might try and rely on you a lot but aim to
distance yourself from the whole process in terms of leading and push them to do it themselves.

STAGE 5- LANGUAGE ANALYSIS

 This involves looking at the form of tenses and vocabulary used and why certain ones were
chosen, but it will depend on the language produced by the students.

STUDENT- TEACHER RELATIONSHIP

I. Role
1. Teacher’s role: a counselor
2. Student’s role: dependent → independent
II. Interaction
Teacher-Student-Centered
1. Teacher’s part
a. In charge & provide direction
b. Structure the class
c. Physically remove from the circle
2. Student’s part
a. Be assertive to have conversation
b. Take more and more responsibility
c. Interact with each other

STUDENT- TEACHER RELATIONSHIP

TEACHER’S ROLE

 The counselor's role is to respond calmly and non- judgmentally, in a supportive manner, and
help the client try to understand his or her problems better by applying order and analysis to
them.
 There is also room for actual counseling in Community Language Learning. Explicit recognition
is given to the psychological problems that may arise in learning a second language.
 The teacher monitors learner utterances, providing assistance when requested.
  The teacher's role is initially likened to that of a nurturing parent. The student gradually "grows"'
In ability, and the nature of the relationship changes so that the teacher's position becomes
somewhat dependent upon the learner.
 The teacher is responsible for providing a safe environment in which clients can learn and grow.

TYPES OF TEACHING AND LEARNING ACTIVITIES

TRANSLATION

 Learners from a small circle. A learner whispers a message or meaning he or she wants to
express, the teacher translates it into the target language, and the learner repeats the teacher’s
translation.
GROUP WORK

 Learners may engage in various group tasks, such as small-group discussion of a topic, preparing
a conversation, summary of a topic for presentation to another group, preparing a story that will e
presented to the teacher and the rest of the class.
RECORDING

 Students recorded conversations in the target language.

TRANSCRIPTION

 Students transcribe utterances and conversation they have recorded for practice and analysis of
linguistic forms.
ANALYSIS

 Students analyze and the study of transcriptions of the target language sentences in order to focus
on particular lexical usage or on the application of particular grammar rules.
REFLECTION AND OBSERVATION

 Learners reflect and report on their experience of the class, as a class or in groups. This usually
consists of expressions of feeling, sense of one another, reactions to silence, concern for
something to say.
LISTENING

 Students listen to a monologue by the teacher involving elements they might have elicited or
overheard in class interactions.
FREE CONVERSATION

 Students engage in “free conversation” with the teacher or with the learners.
  It implies giving support to fellow learners and acting as a counsellor for other students.
 Students determine content.
 Learners learn through interacting with members of the community and establish an interpersonal
relationship.
 CLL compares language learning to the stages of human growth. Stage 1 the learner is like an
infant. STUDENTS ROLE

COMMUNITY LANGUAGE LEARNING

ADVANTAGES

 Student interest
 Student independence
 Students learn inductive techniques
 Nonthreatening
 The councilor allow the learners to determine type of conversation and to analyze the language
inductively.
 The student centered nature of the method can provide extrinsic motivation.
DISADVANTAGES

 Time wasted
 Students have mix of languages
 Not enough time in school
 Risks can be good
 The counselor/teacher can become too non directive. Students often need directions.
 The inductive learning method.
 Translation is a difficult task.

VI. THE SILENT WAY

 A method of language teaching, originated in the early 1970s and introduced by Caleb Gattegno,
who, an Europe educator.
 The method is based on the premise that teacher should be silent as much as possible and the
learners should be encouraged to produce language as much as possible.
 The SW assumes that learners work with resources and nothing else, as they are solely
responsible for what they learn.
 Teaching should be subordinated to learning.”
 Silence makes students to concentrate on what is to be learned.
LEARNING THE SILENT WAY
  Learning is facilitated if the learner discovers or creates rather than remembers and repeats what
is to be learned.
 Learning is facilitated by accompanying (mediating) physical objects.
 Learning is facilitated by problem solving involving the material to be learned.
THEORY OF LEARNING THE SILENT WAY

 A successful learning involves commitment of the self to language acquisition through the use of
silent awareness and then active trial.
 Silent Way learners acquire “inner criteria”.
 The Silent Way student is expected to become independent, autonomous and responsible.

PEDAGOGICAL MATERIALS
Independent Learners are aware that they must depend on their free will to choose own resources and
realized that they can use the knowledge of their own language to open up some things in a new language.
Independent Learners

Autonomous Learners
Autonomous learners choose proper expression in a given set of circumstances and situations.
Responsible Learners know that they have free will to choose from any set of linguistic choices, the
ability to choose intelligently and carefully is said to be evidence of responsibility.
PEDAGOGICAL MATERIALS
1. Word Chart Wall

 charts on which the words are written with the same color code as the rectangle chart. These
charts display the structural vocabulary of the language: about 500 words. The color code means
that languages as different as Japanese and Russian, which use signs unfamiliar to the learner, can
be immediately read and pronounced correctly.
2. The Fidel

 These show all the possible spellings for each phoneme and which also use the same color code
as the rectangle chart. The Fidel is particularly useful for languages such as English and French,
which have complex and irregular spellings.
3. Cuisenaire Rod Ros

 are used to create clear and visible situations that enable students to understand how a given
concept is expressed in the language.
4. A pointer

 The teacher or the learner can show a word or a sentence while maintaining the essential
characteristic of language - its ephemeral nature.
  The pointer creates the dynamic of the language by introducing the element of time in relation to
the different charts, which are in themselves, static.
 The use of the pointer is one of the ways in which the teacher calls on the learners to use their
mental powers.
5. The Sound / Color Rectangle Chart

 A wall chart made up of different colored rectangles; each color represents a phoneme (sound) of
the language, enabling learners to work on fine distinctions in the phonetics and prosody of the
language, both on the level of production and of listening and recognition.

TYPES OF LEARNING AND TEACHING ACTIVITIES

 The general goal set for language learning is near-native fluency in the target language, and
correct pronunciation and mastery of the prosodic elements of the target language are
emphasized.
 The teacher should give them only what they absolutely need to promote their learning.
 They become independent by relying on themselves.
STUDENTS ROLE

 Learners are expected to develop independence, autonomy, and responsibility.

 The autonomous learner chooses proper expressions in a given set of circumstances and
situations.
 The absence of correction and repeated modeling from the teacher requires the students to
develop "inner criteria" and to correct themselves.
 Learners have only themselves as individuals and the group to rely on, and so must learn to work
cooperatively rather than competitively.
 A learner also must be a teacher, a student, part of a support system, a problem solver, and a self-
evaluator.
TEACHERS ROLE

 The teacher is a technician or an engineer who facilitates learning.

 The teacher's role is one of neutral observer, neither praise nor criticize, merely looks for
continued improvement.
 The teacher is silent. The teacher's presence in the classroom is limited to providing a model of
the language that the students are going to work on.
Stevick defines the Silent Way teacher's tasks as

 To teach: the presentation of an item once, typically using nonverbal clues to get across meanings
 To test: elicitation and shaping of student production is done in as silent a way as possible
 To get out of the way: the teacher silently monitors learners' interactions with each other and may
even leave the room while learners struggle with their new linguistic tools
  Teacher silently monitors learners' interactions with each other and may even leave the room
while learners struggle with their new linguistic tools.
 Teachers are responsible for designing teaching sequences and creating individual lessons and
lesson elements.
 It is important for teacher-defined learning goals that are clear and attainable.
 The teacher is responsible for creating an environment that encourages student risk taking and
that facilitates learning.
 The teacher uses gestures, charts, and manipulates in order to elicit and shape student responses
and so must be both facile and creative.
 Teacher like the complete dramatist, writes the script, chooses the props, sets the mood, models
the action, designates the players, and is critic for the performance.

THE ROLE OF INSTRUCTIONAL MATERIALS

 The materials are used to illustrate the relationships between sound and meaning in the target
language.
 The materials are designed for manipulation by the students and the teacher, independently and
cooperatively, in promoting language learning by direct association.
 The number of languages and contain symbols in the target language for all of the vowel and
consonant sounds of the language.
 The symbols are color coded according to pronunciation; thus, if a language possesses two
different symbols for the same sound, they will be colored alike.
 The colored cuisenaire rods are used to directly link words and structures with their meanings in
the target language, thereby avoiding translation into the native language.
 The rods may be used for naming colors, for size comparisons, to represent people build floor
plans, constitute a road map, and so on.
 Use of the rods is intended to promote inventiveness, creativity, and interest in forming
communicative utterances on the part of the students, as they move from simple to more complex
structures.
 When the teacher or student has difficulty expressing a desired word or concept, the rods can be
supplemented by referring to the Fidel charts, or to the third major visual aid used in the Silent
Way, the vocabulary charts.
PROCEDURE OF LEARNING

 The first part of the lesson focuses on pronunciation.

 If a response is incorrect, the teacher will attempt to reshape the utterance or have another student
present the correct model.
 After practice with the sounds of the language, sentence patterns, structure, and vocabulary are
practiced.

COMMUNITY LANGUAGE LEARNING

ADVANTAGES

 This method makes students feel comfortable

 The students can be active in the class
 Students can improve their vocabulary from their speaking
 Increase students confidence in their study
 Students become independent
DISADVANTAGES

 The students do not understand the materials.

 No repetition and no answer b the teacher, it will be meaningless for students.
 The students cannot easier to catch the materials.

VII. LANGUAGE EXPERIENCE METHOD

 Language experience is a strategy to develop and reinforce reading and writing by using personal
experiences and natural language.
 In their authentic language students dictate their experiences to the teacher who translates their
story into written English.
 With this documentation as a basic material for reading and writing instruction, the teacher helps
the students see the connection between what they signed and what was written.
 The teacher uses this language experience to develop new vocabulary, comprehension and basics
of English grammar.
 A method actually uses students own words to help them read.
Your student may draw a picture of Dad in a car. In that case you would write underneath the drawing;
Dad is in the car.
You continue to collect drawings your students makes and write a short sentence underneath each
drawing. A picture of a playground would read. We went to the playground.

 Some people use this method as a first approach to reading in order to help their student
understand that what they’ve drawn and what you have written is a form of communication
between the student and yourself.
 The Language experience approach supports children’s concept development and vocabulary
growth while offering many opportunities for meaningful reading and writing activities through
the use of personal experiences and oral language.
FIVE STEP PROCESS
1. A shared experience
2. Creating the text
3. Read and Revise
4. Read and Reread
5. Extension
THEORETICAL SUPPORT
As Jones ( 1986) notes, the basic approach to LEA as outlined in the five-step process above draws on
several key language learning principles
1. Learning occurs from the known to unknown
2. Learning occurs most effectively in general to specific direction
3. Struggling adult readers usually have a low self-concept as readers and need to be assured of
some immediate success
4. Everyone reads at every LEA session
THE ROLE OF EDUCATOR

 to model the writing and the thinking aloud process;

 to develop writing skills and introduce different writing genres through mini-lessons;
 to develop purpose of writing and writing for an audience;
 to demonstrate appropriate writing conventions.
OBSERVERS WILL SEE:

 students and teacher thinking aloud about their experience while writing about it; the teacher
modeling the translation of students’ signs into an appropriate written version;
 students rereading what they have dictated
 Students documenting their language experience through pictures and written compositions
HOW TO RECORD LANGUAGE EXPERIENCE

 Ask students to sign what they are learning.

 Act as a scribe and write in English what is signed.
 Sign back to the students to make sure they agree with the story that was written down.
 “Think aloud” to demonstrate processes to students.
 Relate the complexity of the text to the language level of the students.
 Let the students contribute drawings or other art to enhance the writings.
 Use mini lessons to focus on specific language or reading skills.
LANGUAGE EXPERIENCE METHOD
ADVANTAGES

 it is a form of individualized instruction; (2) it is very interesting to students; (3) it is easily

integrated with other curricular subjects and cultural elements; and (4) it provides valuable
information about the child's ability to produce language.
 It brings together writing, reading, art, and language.
 It extends the learners' creativity in storytelling through writing.
 It helps learners understand that what they think and say can be written.
 It is learner-centered and demonstrates that the learners' thoughts and language are valued.
DISADVANTAGES

 it is time-consuming; (2) it lacks structure and vocabulary control; and (3) it requires leaving the
classroom.
 Development and Practice more than teaching
 Implicit-doesn't reach all students
  Reading disabilities and other cognitive disorders-need explicit teaching
 10-15% have processing disorder
 Components of a good reading program that could be missing: letter knowledge, phonemic
awareness, phonics, irregular word reading, multisyllabic word reading

VIII. DESUGGESTOPEDIA
 “Learning is a matter of attitude, not aptitude.”
 This method puts importance on “ desuggesting limitations on learning.”
 We set up psychological barriers to learning and thus we do not use the full mental powers we
have; in order to use our reserved capacity, the limitations we think we have need to be
“desuggested.”

THE GOAL OF TEACHERS IN DESUGGESTOPEDIA

 The goal of the teachers using the teaching method is to help students eliminate and overcome the
barriers to learning and increase their communicative ability.
CLASSROOM SET-UP

 Armchair
 Light is comfortable
 Everything is bright and colorful
 Posters
 Music
THE GOAL OF TEACHERS IN DESUGGESTOPEDIA

 The teacher speaks confidently;

 The teacher leads the class in various activities involving the dialog, for example, question-and-
answer, repetition, and translation;
 The teacher should integrate indirect positive suggestions (there is no limit to what you can do)
into the learning situation.
GOALS OF TEACHING IN DESUGGESTOPEDIA
Peripheral Learning

 We perceive much more in our environment than that to which we consciously attend.
 “When there is a unity between conscious and subconscious, learning is enhanced.”
Fine arts

 One of the ways the students’ mental reserves are stimulated is through integration of the fine
arts-music, drama, or paintings.
Enjoy your learning
  The teacher gives the students the impression that learning is easy and enjoyable.
 Its desire that the students achieve a state of ‘infantilization’ so they will be more open to
learning.
Choosing a new identity

 This enhances students’ feeling of security and allows them to be more open.
Positive suggestions

 Direct suggestion
 Indirect suggestion
Active concert

 Teacher will introduce a story as related in the dialog and call the students’ attention to some
particular grammatical points that arise in it, she reads the dialog in the target language. Music is
played. The teacher begins a slow, dramatic reading, synchronized in intonation with the music.
The music is classical and the teacher’s voice rises and falls with the music.
Passive concert

 In the phase, the students are asked to put their scripts aside. They simply listen as the teacher
reads the dialog at a normal rate of speed. The teacher is seated and reads with musical
accompaniment.
Primary activation

 The students playfully reread the target language dialog out loud, as individuals or in groups.
Students are asked to read the dialog in particular manner: sadly, angrily, and cheerfully.
Creative adaptation

 The students engage in various activities designed to help them learn the new material and use it
spontaneously. Activities particularly recommended for this phase include singing, dancing,
dramatizations, and games.
 To accelerate the process of learning a foreign language for everyday communication
 To desuggest learners’ psychological barriers
 To activate learners’ ‘paraconscious’ part of the mind
ROLES OF TEACHERS AND STUDENTS IN DESUGGESTOPEDIA
The teacher’s role:
authority —being confident and trustable
security —affording a cheerful classroom atmosphere
The students’ role:
relaxed —following the teacher’s instruction easily
role play —enjoying in the new identity freely
CHARACTERISTICS OF TEACHING AND LEARNING PROCESS IN DESUGGESTOPEDIA
  Classroom atmosphere —decorations & posters
 A new name and occupation —to dispel fear or anxiety
 Handout —for advanced students
 No test, no assignment
 Conversation with translation in music —to activate the ’whole brain’ of the students
 Games, songs, role play —to strengthen the material
THE NATURE TEACHER AND STUDENT INTERACTION DESUGGESTOPEDIA
The teacher initiates interactions in two way:
1. the teacher to a group of students
2. the teacher to only one student
The students respond through:
1. nonverbal actions
2. a few target languages student-student interaction—role play
DESUGGESTOPEDIA
ADVANTAGES

 A comprehensible input based on dessugestion and suggestion principle

 Students can lower their affective filter.
 Held in ordinary rooms with comfortable chairs, a practice that may also help them relaxed.
 Teacher can do numerous other things to lower the affective filter.
 Students remember best and are most influenced by information coming from an authoritative
source, teachers.
 Students can acquire the aim of teaching instruction from both direct instruction and environment
in which the teaching takes place.
 Encourages the students to apply language more independently, takes more personal
responsibility for their own learning and get more confidence.
DISADVANTAGES

 Has limitation since there is no single teaching method that is categorized as the best based on
some consideration such as: the curriculum, students’ motivation, financial limitation, number of
students, etc.
 Environment limitation
 The use of hypnosis
 Infantilization learning
Resources

Grammar Translation Method

https://www.slideshare.net/AjabAliLashari/direct-method-of-english-language-teaching

Direct Method of English language Teaching

https://www.slideshare.net/Q7MustafaQ7/the-audiolingual-method-54941415#:~:text=The%20Audio%2Dlingual%20Method
%20is,is%20discouraged%20in%20the%20classroom.

The Audio-Lingual Method

https://www.slideshare.net/asmarany3/total-response#:~:text=Total%20Physical%20Response%20(TPR)%20is,respond%20with
%20whole%2Dbody%20actions.

Total Physical Response (TPR Method)

https://www.slideshare.net/Mayrita19/community-language-learning-1

Community language learning

https://www.slideshare.net/amernajmi/the-silent-way-approach

The silent way Approach

https://www.slideshare.net/ty-ann/language-experience-approach

Language Experience Approach

https://www.slideshare.net/teacherfabrizia/desuggestopedia

Desuggestopedia

https://www.slideshare.net/teacherfabrizia/desuggestopedia