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.

THE SILENT WAYRoles 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.

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.

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.

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.

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.

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).

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.

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.

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.

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;

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.

SUGGESTOPEDIA

InteractionsFrom 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.

SUGGESTOPEDIAHow 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.

SUGGESTOPEDIARole 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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