1. THE SILENT WAY
Goals of the teacher:
Language is used for self-expression;
for Ss’ to develop independence from the T and
inner criteria for correctness;
T only gives what’s necessary so Ss have to rely
on themselves.
2. THE SILENT WAY
Roles of the Teacher and the Students:
T is an architect or engineer than enforces the Ss’
autonomy and builds upon what they know, helping,
focusing, promoting and exercising their abilities to
promote language;
Ss use what they know and overcome obstacles to
learn and master the language with aid from the teacher.
The real idea is that the teacher should leave enough
space to the students so that they can do their own
experiments with the language. The teacher should only
give a few "toys" to play with, and let the learners play.
The key concept is to "force" awareness. It is opposed
to a lot of "traditional" teachers who keep repeating and
talking to themselves. In a Silent Way class, the student
is very active, and the teacher observes a lot, and
provides adapted challenges for the learners.
3. THE SILENT WAY
Characteristics of the Teaching Learning Process:
learning starts through sound in a sound-colour chart;
this sounds are associated with sounds from L1 and
used to help Ss learn new sounds and spelling;
structure is taught through situations involving one
structure and at a time and sometimes the use of rods;
teaching is with minimal spoken cues and pronunciation
is expected to be close to a native speaker’s;
errors are just areas of opportunity, evidence of where to
work.
4. THE SILENT WAY
Interactions
T is silent but helpful, setting situations and giving clues;
Ss to SS verbal interaction is desirable and even
encouraged. Don't be confused by the name of the
approach, the teacher is not always silent, and he/she has
to be very present, so as not to miss anything important.
Teaching the Silent way can be exhausting!
Ss Feelings:
Very important; they’re taken into account and dealt with
to overcome negativity, hindrances and to create a
relaxed, enjoyable learning environment.
5. THE SILENT WAY
Interactions
T is silent but helpful, setting situations and giving clues;
Ss to SS verbal interaction is desirable and even
encouraged.
Ss Feelings:
Very important; they’re taken into account and dealt with
to overcome negativity, hindrances and to create a
relaxed, enjoyable learning environment.
How are language and culture viewed?
They are an unique reality or spirit of a certain group of
people reflecting their own unique world view.
6. THE SILENT WAY
What areas and skills of language are emphasized?
Pronunciation is the basis, Ss must get the ‘melody’ of the
language;
There’s a focus on structure even though grammar is never
supplied explicitly;
Vocabulary is restricted at first;
syllabus isn’t fixed, it expands as Ss build on their
structures and knowledge;
All four skills are worked on and reinforce what Ss have
learnt: what they read and write, they practiced orally first.
7. THE SILENT WAY
Role of Ss’ native tongue
Meaning comes through perception, not
translation;
L 1 can be used to give instructions when
necessary;
L1 knowledge can be exploited by T (sounds,
for instance).
8. THE SILENT WAY
How is evaluation accomplished?
A formal test may be given, but
assessment is continuous;
Might evaluate from Ss’ ability to
transfer their knowledge to new
contexts; syllabus is subordinate to Ss’
needs;
T does not praise nor criticise, merely
looks for continued improvement.
9. THE SILENT WAY
Teacher’s reaction to errors
Self- correction and awareness are
desired;
mistakes are only seen as the steps
upon work must be done;
T will only provide with the accurate
language as a last resort.
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12. SUGGESTOPEDIA
Goals of the teacher:
Tapping Ss’ abilities to accelerate their
learning of a foreign language;
the paraconscious is activated,
suggesting Ss they can make it.
Roles of the Teacher and the Students:
T is authority in the classroom, Ss
respect and trust him/her;
Once Ss are secure they’ll be
spontaneous and less inhibited.
13. SUGGESTOPEDIA
Characteristics of the Teaching Learning Process:
Classroom must be bright and cheerful;
materials are hung on walls to take advantage of Ss
peripheral learning;
Ss create a new identity or role (name and occupation).
During the course they add to this identities’ biographies;
they work with lengthy dialogues in target language on
hand outs;
the text has its translation and focus structure and
vocabulary items right next to it;
14. SUGGESTOPEDIA
Text is presented during two concerts:
1. During the first concert both hemispheres of the brain
are activated as T reads the text in time and pitch with
the music; Ss follow and check translation;
2. During the second concert , T reads at a normal pace
and Ss follow. For homework, Ss read it right before bed
and upon waking up.
For the next phase, students engage in dramatizations,
games, songs and question – answer exercises to help
them gain facility with the material.
15. SUGGESTOPEDIA
Interactions
From T to Ss, as a whole group and as individuals;
Ss at first have very limited vocabulary to interact, as
they build on it and structure they can even initiate it.
Ss Feelings:
They are given a great deal of attention;
If Ss are relaxed and confident, learning will come
naturally and easily;
Mental barriers must be ‘desuggested’;
positive reinforcement and statements is given
indirectly;
Ss assume a new identity on the assumption they’ll
feel secure and be open to learning.
16. SUGGESTOPEDIA
How are language and culture viewed?
Language is the first of two planes in the two plane
process of communication;
the other plane is composed by factors that affect the
linguistic message;
culture concerns the everyday life of people who
speaks the language;
The fine arts play a very important role in
Suggestopedic classes.
What areas and skills of language are emphasized?
Vocabulary and speaking communicatively is
emphasized;
Grammar is explicit and minimal;
Ss focus on using the language not on form;
Ss read and write on target language.
17. SUGGESTOPEDIA
Role of Ss’ native tongue
Translation is used to make the meaning of the text
clear;
It is also used in class by T, when necessary
(progressively less and less).
How is evaluation accomplished?
Through normal in class performance as tests would
break the atmosphere established for learning.
Teacher’s reaction to errors
Errors are corrected by T, using a gentle voice.
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