De-suggestopediaThe first dayHerr L.

I am glad that you have been able to make time to discuss de-suggestopedia with me again

Mr A. Knowledge

It’s a pleasure for me too, I really enjoy talking to someoneas interesting and motivatedas you, I have to saythat I am so convinced that the method is beneficialthat I am always gladto help other people benefit from its effects, the accelerated learning process, or the varied learning activitiesfor example.If I remember right, we had planned to discussthe so-called “Identity Change” today

Herr L.

Exactly, what is the meaningand the aim of this identity change?

Mr A. Knowledge

The participant is offeredto take another identityin order to alleviateprevious fears, hang-upsand prejudices connected

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with previous learning situations. A change of identity is also helpful in termsof self-esteem and instrumentalin de-suggesting learning barriers

Herr L.

Concretely, how does thisbecome obvious?

Mr A. Knowledge

As usual there is a role model.For example, in an English courseI wear a typical english hat, carry an umbrella in one hand, and a big suitcase in the other, I greet the participantsin English and apologizefor being lateas I have comestraight from the aeroport.Here you can seein what is aproximatelythe introduction of Dr Gateva’sbeginners’ course book:"The Return", what she recommends.

Reasons and procedures in identity changesThe teacher comes into the classroom with a big suitcase, a dog and some vehicles (toys). He (She) is dressed according to the story that he (she) will tell. Theteacher needs to underline the most important expressions and words, the verb forms of to be, to have, can, must, some regular and irregular verb forms,singular and plural.Hello!Good morning (afternoon, evening)!How are you?I´m fine.Are you waiting for me?I´m sorry! I’m late.

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Excuse me, please!I’ve just arrived by plane.Do you know,I travelled on a lot of planes,helicopters, trains, ships, cars ...(The teacher puts some vehicles - toys on the table or on the floor)I’m bringing you the last newsfrom the American airlines.Take the magazines, please!Do you like travelling?I like it very much.(The teacher throws the ball - globe )Do you speak English?Do you read English?Do you understand me?Yes, no? Very little?Oh, it doesn’t matter.Don’t worry,be happy.English is not difficult.It’s easy.It’s notlike Japanese.Do you speak Japanese?Which languages do you speak?Do you speak German,Spanish, French, Italian,Russian.....?(The teacher asks everybody)I speak.......You don’t know me.But I know you.I’ve heard thatyou are a very interesting group.You are interestedin everything new.Is that so?What are you interested in?I’m interestedin modern and classical theatre.And what about you?Are you interested incinema, opera, ballet,pop and country music,fine art,photography, computers,robots, new technology,sports?(The teacher shows some suitable pictures, illustrating the above mentioned interests).I’m interestedin popular songs too.Do you like singing?Do you like "My Bonnie (the text withis over the ocean.......", the translation)

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or this cowboy song"From this valley.....?(Red River Valley) (the text withLet’s sing it! the translation)(The teacher sings the songwith the guitar, if possible,or uses the cassette)Let me introducemyself to you.Who am I?My name is Kate Grant(David Grant; Kevin O´Connors)I’m happy to meet you.Here is my card.I am American.I live in New York.Do you knowmy family?No?How strange!My father wasa very famous actorin Hollywood.Look at the photo!My mother is English.She studied at the University of Minnesota.She comes froma rich English familyin Kent.Kent is called the garden of England.You can see this book about Kent.My father left the cinema.He was a cowboy, (my father’s hat)He worked in Alaska,in California,in Canada and Australia.(photos and some souvenirs)Now he is an oldbusinessman.He has big stores,hotels and restaurantsin the whole country(photos and other illustrative material)We have livedin many cities in the USA:in Washington,San Francisco, San Diego,Minnesota, Minneapolis,Seattle (photos)Now I’m livingin New York,sometimes in London. (photos)Have you been to New York,to London?

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I am a film director.And this is my camera.I’m looking for interesting peoplefor my new film.Would you liketo take part in it?I’m rich.I pay very well.I have two brothers.Look!This one is Peter.What is his job?He is a cameraman.

He works for meand for the Sany o company.Is he handsome?Yes, he is.Ladies, attention, please!He is not married.But he is a very special person.Sometimes he can be young,but sometimes he can be old.He can be an old, very strong man,but he can be a child, too.Sometimes he can be ugly.He has an adopted daughter.Why not?This is a long mysterious story.Look at her!She is a very nice girl.What is her job?Yes, she is a singer.She is a pop star.She sings very well.Let’s sing and dancewith her."I have a little secret"Read this text with me, please!Do you have secrets?I have many secrets.Peter, my brother, and Ibelong to a closed association.The president is my best friend,Miss Needham.Look at her!Where is she from?She is from England.She is English.She is a very famousplaywrite.She has a mysterious housein London.The house is our office, too.It is full of ghosts.

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They are good.I always travelwith some of them.Meet Ms Sheand Mr He, please!They understand all languages.They are strange creatures.Do you have strange creatures at home?Did you understand them?No?I did.They say: Hello!How are you?Don’t worry,be happy!(The teacher puts the sentence on the wall)Is he elegant?Is he bold?Is he clever?Is he handsome?What’s his job?Can you guess?Yes, he is a sailor.He has a very nice ship.Is she pretty?Does she have beautiful eyes?Has she wonderful hair?Ms She and Mr Hehave two children.Look at them! Listen to them!A boy and a girl.Take them, please!They like you!My second brother Johnis a surgeon.He is a very sensitive man.But he must always bevery calm.And who is she?No, she isn’t my wife.She isJohn’s best nurse.Look, this is John’s wife.She is........? What?She is a businesswoman.She is the presidentof this company board.They are all waiting for her.My brother Johnhas three children.Two boys and a girl.I love them very much.Who are they?My sisters, of course.Jane has her birthday (the photo)

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How old is she?Count the candles!How many are they?Oh, don’t say anything, please!Gil and Jane are journalists.They work for the "New York Times".Gentlemen, be careful.They are not married.They are beautiful and clever.Meet Jane’s best friend Johnny.He likes Jane, good friendsgood food and good drinks.Here is the photoof my family:my wife (my husband),my son and my daughter.This is my house.I have some very good friends.I always travel with them.Meet and take them, please!Mickey Mouse and Kat,Fife - the elephant,Butterfly,Duck and Dog.We often put the masks onand sing and danceour favourite song:"I am , I am a happy man......" (the chart)Choose a mask, please,and let’s sing and dance the song:I am,... a happy man....You are,.... my good old friend......... ............Oh, you are excellent actors.I really need youfor my new movie "The Return".Would you like to take part in it?I need the following characterswith these jobs.(the teacher proposes charts with English names and games for choosing professionsto the students.The teacher reads with the group the names and the jobs,underlines the phonetics particularities and makes some short remarks about some of thenames)Please, choose a new nameand a new joband write them togetherwith your real name.Let’s meet each other now.My name is Kate ( David ) Grant.I’m American.I live in New York.I’m a film director.I have two children.

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And what about you?Would you like to leavefor London with me immediately?We have to start with the movie.I’m leaving you for 30 minutesto prepare our tripand to bring the scenario.30 minutes break(After the break)Are you ready?During our flightwe can study the film book.Open it on page 5, please.The main characters:Miss Needham - my best friend.Mr and Mrs Merryare a very nice English family.Ms Merry has a Nobel Prize in Biology.Their sons are members of the Parliament.Their daughters are students.Dolly is a prima ballerina, singer, etc.Peter - the Mirror - is my brother.Mr Mask is an English Mask.Sir Geoffrey is a real gentleman.I’m reading the English text slowly and clearly.You are following meand looking at the translation, too.We are listening to the music.(Active session)After the Mozart’s violin concert No 5 there is the first break.5 minutesAfter the Mozart’s symphonies there is the second break5 or 10 minutesPassive session - J. S. Bach)

Mr A. Knowledge

As you certainly understood, the introductionand the identity changeare one unit here.

Herr L.

I suppose that the vocabularyand the structures presented here, also appear in the first chapterof the course book.

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Mr A. Knowledge

Quite true. This first rather large inputis presented with variousvisual aids in orderto encourage associative memorization.(word and picture simultaneously)

Herr L.

What happens then with the visual support material?

Mr A. Knowledge

On the next day, most of it appears on the wallor the cork board and is the bulk of visual material for the coming sessions.The rich visual stimuliis also brain compatible learningThe identity changeis integrated intothe introduction

Herr L.

Are there other ways of introducing the identity change?

Mr A. Knowledge

Of course, I would like to show youa few possibilities.In the following one, I choose myself a new identity first. In the last course, I was Kevin O’Connorfor example, the son of a famous actor. All the participants

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were aware that it wasn’t my real nameand that it was an invitationto create themselvesan imaginative new identity.I also introduced my family, with pictures of my wife and children, encouraging the particpantsto guess their names. I told them about my hobbiesand interests too.After my identity change, I motion to the wallon which about 15 names, masculine and feminine, are waiting to be selected. This names are spokenout loud, in order to familiarize the participantswith pronunciation, then, with a nod, I suggestthat they repeat them.Each participant is invited to come to the wall and select a name,afterwards, dependingon the level of the group, the procedure may be repeatedfor surnames, althoughit is not indispensable.Now I mime the professions, which are also written on cardsand hanging on the wall. These pantomimes can be exaggerated, it is alsoadvisable to select amusing, attractive professions.I mime a backer rolling the dough outand tasting it with his finger, the participants cry:”Baeker”in German and I reply:“Yes, baker”, while indicatingthe right card.Sometimes the word isn’t expressed in German

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as the participants wantthe English word firstI always first act out, then say the word.This way, I capt their attentionand awaken curiositywhich stimulates a need to learn.Students of all ages find it entertainingto see their teacher act and mime.I give around 20 professionsto choose from, partly prestigious professionssuch as actor, pilot, engineer, or even teacher!I mainly select professionsthat the participantscan relate too easily. I always let them repeat the professions togetherafter me, before choosing.

Herr L.

What is the next step?

Mr A. Knowledge

An invitation to fantasize, first the teacherselects a new identity, then each participantchooses a new first name, surname, profession.When the professions are clear, I just mime them, and let the participantsspeak the correspondingword out loud. Later, one after the other, the participants mime and guess the professions.Here, the goal is to integrate

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the kinesthetic element, and experience the word through all the senses as well as enjoy the activity!Depending on the participants’level, street and town namescan also be integrated.A map would also be usedto indicate the proposed towns.

Herr L.

I can imagine that you often have a lot of fun!.

Mr A. Knowledge

Yes, I have witnessedquite a few entertaining situations. I had, for example, an engineer, who chose to be a farmerduring the course, thereby realisinghis childhood dream..When the identitieshave been chosen, the participants are giventwo or three structures:“My name is……”, “Good morning/evening, my name is……”

Everything that is needed

is given, so that we canproceed to introduce ourselves, using our new identities.It is a form of rebirthing, leaving all the old behindand stepping into a new role.

Herr L.

How do you do this?

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Mr A. Knowledge

The words and structurescan fit into different situations, such as a cocktail party, for example, where all the guestsare very curious about each other.The guests move around the room, to party musicintroducing themselvesto each other, while I offer them drinks, to create a credible atmosphere.The most important here, is to generate a group dynamic, by talking to each otheras well as overcome some learning barriersby doing it.

Herr L.

Does it happenthat some participantsfind it difficult to memorizetheir new identities?

Mr A. Knowledge

We encourage them to take their new cards and eventually read from them.We sometimes alsogive the participantsblank “passports”to fill in with theirnew name, signature, profession,date and place of birth, (to be changed at wish!)This fixes the new identityin writing.

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The participants address each other by their new namesduring the whole course, this also avoids confrontation with the problemof using titles (Herr Doktor)or polite forms (Sie, vous).Every member of the groupis familiar with the other membersand attends the course,without having to worry about a certain number of social complexities.

Herr L.

Does all this happenon the first dayof a course?

Mr A. Knowledge

Yes, as mentioned at the beginning, identity changeis a powerful toolin de-suggesting learning barriers.We learn better, when we are in a relaxed state of mind, and we are in a stateof concentrative relaxationwhen we are playing.An easy way to play, is to play the partof someone we aren’t in “real life”.This is why, participantsare invited to take partin this group adventure, which will enable so muchin terms of developmentof fantasy and fun. The choice of a new nameopens possibilities

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for “magical” moments. I enjoy them with the participants, insofar as I express approval of their choice.For participants of all levelsand ages, identity change is a toolfor positive interactionand relationships.

Herr L.So, the suggestionof identity changeis more than an artefact,a harmless “joke”for the first day.

Mr A. Knowledge.

Of course. The strength of the technique lies in the acceptance of a new image, as well as in the learners’ agreementto active acting.The Identity Change favoursthe effective “putting aside”of old self-limitingconvictions and images. If the cocktail partyfufills its role, a new fantasy identitycan have a wonderfully liberating effect, allowing the learner to:“become who he is”.The students need to praise themselveswhile their old limitationsdisappear to be replaced byspontaneity and humor.As in all techniques, the secret of success

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lies more in how you do it, than in what you do.If the professions are presentedin a routine way, the identity changemay be delayedor not take place completely. When the presentationtakes place with involvementand fanatsy, the identity changeis perceived as a doorto new possibilities and freedom of expressionas well as a positive self-image, both, keys to success.

Herr L.

I can imagine that this is true.Encouraging studentsto express themselvesin a foreign languagefrom the first day, is certainly to be positivelyassociated to group dynamics.. These short cocktail partyconversations take placein a room filled with the noiceof other conversationsThe quality of productionis free of judgement, there are smiles, laughs, handshakes and hugsall around.

Mr A. Knowledge

Exactly, we are “playing” communication and, as a consequence,not paying attention to eventual inadequacies of speech.This short sequenceconsolidates the roles, supports playful interaction, the use of body language

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and contact, in short, it’s a wonderful artefactto generate interactionand is a set-up for subsequent group activities.

Herr L.

Does the identity changefollow the same procedureat all language levels?

Mr A. Knowledge

It varies naturally.At beginner level, the names need to be read out loud and softly, quickly and slowly, individually and in a group, as they have a “new word”function insofaras they are the first contactwith certain particularities of spelling and pronunciation.With more advanced learnersthis part is skipped.The identity changecould mean a cocktail partywith a wider range of questions, concerning, for example, literature, cinema, holidays, dreams about the future, etcThere are differentidentity changes at different levels.

Herr L.What else should the teacherpay attention to on the first day?

Mr A. Knowledge

The first day is the most important

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in suggestopedic teaching.It is the moment when first impressions form, behaviours and convictionsare confirmed or modified, expectations heightenedor lowered.To a certain extent, these processesare existent in the followingcourse sessionsbut the conditionedbehaviour of changeis strongest on the first day.As a doctor and a psychiatrist, Dr. Lozanov was very consciousof the powerful effecta first counselling hadon his patients.When a learner can get ridof previous hang ups, possibilitites for positivealternatives open up.

Herr L.

Could you give me some more possibilitiesto enhance the positiveand liberating aspectsof the first day?

Mr A. Knowledge

With pleasure.First of all the room.When a learner entersThe classroom for the first time, he or she is conscious of an invitation to new experiences.For this purpose, the room is attractively arranged, comfortable chairs in a semi-cercle,

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pleasing colours on the floors and walls, carpets, visually stimulating posters and pictures, pleasant lighting, background music is important. Changing places is alsoa suggestive/de-suggestiveprocess technique. As you already know, each time they enter the room, the participants are askedto take a different place.This has consequenceson the visual experienceof each learner, as well ason the group dynamic, supporting a stimulationand varied learning climate.I explain that the roomalways looks different, and that they can benefit from every angle of visionby changing placesas well as interactwith all the participants.When I come into the classroom for the first time,and come into contactwith the participants,I am ready to give themmy undivided attention.I don’t busy myselfwith papers, I’m entirelythere for the learners.My body language,facial expression and tone of voicecommnicate my satisfactionat being there, that I have prepared myselffor the sessionand that I can be depended on.I also show that I am clearly interestedin sharing my pleasure

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with the participants.These non-verbal cuesare, for most participants, very effectiveand disarming, I make frequent eye contact, insofar as I wish to inviteand integrate the participants.I fully enjoy what I am doing, and I believe that this behaviourrubs off on the learners.Safety is very important, trust is built, through an accumulationof positive experiences.

Herr L.The learners are madeto feel welcomeverbally as well asnon-verbally.

Mr A. Knowledge

Yes, I express my pleasureat being given the opportunityto go with themon a great learning adventure.

Herr L.

Do you explain the ideaand the scientific researchthat lead to the method?

Mr A. Knowledge

Yes, it is important that all the participantsare aware of the most basicprinciples underlying the method, before the course begins.For this reason, twice a semester theoretical information evenings for all interested

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are organised.These evenings also servean orientation purposein directing potentiel learners to the most appropriatecourse level for them.The counselling takes placeat four levels:1. First of allthey select a textto be translated, those who only recognize a few words should still note them down.2. The next phase would be to selecta verb (on a card)and conjugate it in all the tenses.3. Now the communicativepart: here the learnerdraws a number whichdetermines which questionwill be asked.4. Follows a conversationabout a specific topic.5. Finally the learner is askedto read 50 words out loud.

These eveningsgive important feedback.

Herr L.

I suppose that the courseitself is conductedin a way conduciveto spontaneous expression, which is whythe testing is also interactive.

Mr A. KnowledgeSo it is.As it always happens,

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that a few participantsdidn’t attend the information evening, it is important to recapitulate the main points of the methodat the beginning of each course.I briefly explainthe liberating and innovativebasic principles of the courseas well as the resultsthey can expect, without, however, being forced to work hard.Playfully, these goals can be reachedthrough the activationof the innate reserve learning potentiel, as many have experienced before.It is also importantto inform the learnersthat there will be no testat the end of the course.This way, in a few minutesthe biggest learning barrier, fear of failure, is removed.The participants are then readyto concentrate fullyon the up coming success experience without the possible assessment consequences.With this preparation, the stage is readyfor the curtain to open.I start by telling the groupwhy I like this languageand why I enjoy teaching it.I also mention how strong the influence of people who speak, or spokethis language has been,and how exciting it isfor us to open a windowinto another world.

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In beginners’ courses, each participant receivesa list of words in the target language,which are also usedin his or her mother tongue, in order to convey the impressionthat they know a lot of vocabulary already,aren’t “real” beginners,in fact, have a basisto build on.

Herr L.Do you start with the texton the first day?

Mr A. Knowledge

Yes, after the cocktail party, I start with the "Introduction" of the first unit.With the help of picturesand other peripheral stimuli, I transmit, with a lot of movementthe first structures and key words.Even in a beginners’ course, I make an effortto include the participantsin the introduction, as I mentioned earlier, in our second conversation. You now know what themeaning of the introduction is, as well as some theoreticalinformation concerning the first day. The idea is to summarizethe material briefly and create a context for what follows,while indirectly suggestingto the learners, that interesting, pleasant and clear informationis going to be

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presented to themAfter this complete:“Advanced Organizer” comesthe concert phase, before that, a short break

Herr L.

And this way, we arealready in the cycle, the kaleidoscope, which we have discussedin a very detailed way.

Mr A. Knowledge

Exactly, thank youfor your stimulating interestand good byesee you next time.

Herr L.

Good bye. Thank you very much!

Planning of a suggestopedic block1Information about the methodExplain goalsIdentity ChangeIntroduction of unit 1Concerts (Active + Passive)Block2Activation of unit1Block3AktivationTransfer of unit 1Introduction of unit 2Concerts (Active and Passive)Block4Activation of unit 2Block5

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ActivationTransfer of unit 2Introduction of unit 3Concerts (Active + Passive)

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