Suggestopedia is a teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It incorporates elements like relaxing music, peripheral learning through environmental cues, and role-playing to create a low-anxiety environment where students can utilize their full mental capacity. Key aspects include comfortable seating, Baroque music played during lessons, using indirect learning like posters, free errors by students, and integrating music, drama and art into lessons. The goal is to "desuggest" psychological barriers through suggestion and authority of the teacher to facilitate rapid language acquisition.

1. SUGGESTOPEDIA
A teaching method based on the idea how the human
brain works and how we learn most effectively. It includes
a rich sensory learning, a positive expectation of success
and the use of a varied range of methods like dramatised
texts, music, active participation in songs and games, etc.

2. BACKGROUND
Suggestology is tied to :
1) yoga, techniques for altering states of consciousness and
concentration, and use of rhythmic breathing
2) Soviet psychology stress in the learning environment
The most conspicuous feature of suggestopedia is the use of
"music" and "musical rhythm”.

3. GEORGI LOZANOV
Suggestopedia was originally developed in
the 1970s by the Bulgarian psychoterapist
and educator Georgi Lozanov (July 22,
1926, Sofia, Bulgaria – May 6, 2012)
Suggestopedia is based on his early-1960s
study of suggestion which is called as
"suggestology".
He introduced the contention that students naturally set up psychological barriers
to learning - based on fears that they will be unable to perform and are limited in
terms of their ability to learn. Based on psychological research on extrasensory
perception, Lozanov began to develop a language learning method that focused
on "desuggestion" of the limitations learners think they have, and providing the
sort of relaxed state of mind that would facilitate the retention of material to its
maximum potential.
Lozanov has claimed that most students use only 5 to 10 percent of their mental
capacity and by using this method they can learn a language approximately three
to five times as quickly as through conventional teaching methods.

4. THREE BARRIERS TO SUGGESTION
1) Logical-critical
 "That s not possible"
 "Others may be able to do that, but not me."
2) Affective-emotional
 "I won t do it. It just makes me feel uneasy. I can t explain it
really.
 I d rather not, thank you."
3) Ethical
 "I really think that s slightly dishonest."
 "I don t think it s fair."

5. APPROACH
Theory of Language
Lozanov does not articulate a theory of language, He emphasizes:
 the importance of experiencing language material in ―whole
meaningful texts‖ communication‖
 refers most often to the language to be learned as ―the material.‖
 the centrality of memorization of vocabulary and lexical translation
 recommends the use of stories with emotional content

6. Theory of learning
There are some principal theoretical components through which
desuggestion and suggestion operate and that set up access to reserves:
 AUTHORITY
 INFANTILIZATION
 DOUBLE-PLANEDNESS
 INTONATION
 RHYTHM
 CONCERT PSEUDO-PASSIVENESS

7. DESIGN
Objective
The main aim of teaching is not memorization, but the understanding and
creative solution of problems, HOWEVER, memorization of vocabulary pairs is
an important goal of Suggestopedia.
The syllabus
30-day course, 10 units
4 hours a day, six days a week
(within each unit)
Unit is organized around three days

8. day 1 – half a day,: a test is given to check the level the students’ knowledge
and to provide a basis for dividing students into two groups, one of new
beginners and one of modified (false) beginners. The teacher then briefs
the students on the course and explains the attitude they should toward it,
students are given a new name in L2 and a new identity in L2 culture
day 2 – full day: students are encouraged to practice the target language in a
setting where it might be used, such as hotels and restaurants.
day 3 – half a day: is devoted to a performance in which every student
participates. The students construct a play built on the material of the
course.

9. THEORY OF LEARNING AND TEACHING ACTIVITIES
 imitation,
 question and answer
 role play
 listening activities

10. TEACHER’S ROLES
 Teacher should create situations in which learners are most suggestible
and then to present linguistic material in a way most likely to encourage
positive reception and retention by learners.
 Show absolute confidence in the method.
 Organize properly, and strictly observe the initial stages of the teaching
process—this includes choice and play of music, as well as punctuality.
 Give tests and respond tactfully to poor papers (if any).
 Maintain a modest enthusiasm.
 Teachers are expected to be skilled in acting, singing and
psychotherapeutic techniques

11. LEARNERS’ ROLES
 Students volunteer for a suggestopedic course
 Learners must not try to figure out , manipulate, or
study the material presented but must maintain a
pseudo-passive state

12. THE ROLE OF INSTRUCTIONAL MATERIALS
 direct
 text and tape
 indirect
 classroom fixtures and music

13. PROCEDURE
3 distinct parts of four-hour class:
1. oral review of the material previously learned
2. a new material is presented and discussed
3. concert session --- the heart of the method!!

14. KEY FEATURES OF SUGGESTOPEDIA
 Comfortable environment
 In the classroom, the chairs are arranged semicircle and faced the black or
white board in order to make the students pay more attention and get more
relaxed. The light in the classroom is dim in order to make the students’ mind
more relaxed
 The use of music
 Use of Baroque music during the learning process. Baroque music, with its 60
beats per minute and its specific rhythm, created the kind of relaxed states of
mind for maximum retention of material.
 Peripheral Learning
 The students learn English not only from direct instruction but also from
indirect instruction. It is encouraged through the presence in the learning
environment of posters and decoration featuring the target language and
various grammatical information. They are changed everyday.

15.  Free Errors
 In the teaching learning process, students who make mistakes are
tolerated, for example in pronouncing the word. The emphasis is on
the content not the structure. Grammar and vocabularies are
presented and given treatment from the teachers, but not dwelt on.
 Homework is limited
 Students reread materials given in the classroom once before they
go to sleep at night and once in the morning before they get up.
 Music, drama and art are integrated in the learning process
 They are integrated as often as possible.

16. TYPICAL TECHNIQUES
 Classroom set-up
Emphasis is placed on creating a physical environment that does not "feel"
like a normal classroom, and makes the students feel as relaxed and comfortable as
possible
 Peripheral Learning
Students can absorb information "effortlessly" when it is perceived as part
of the environment, rather than the material "to be attended to„
 Positive Suggestion
teachers appeal to students' consciousness and subconscious in order to
better orchestrate the "suggestive“ factors involved in the learning situation
 Visualization
Students are asked to close their eyes and visualize scenes and events, to help
hem relax, facilitate positive suggestion and encourage creativity from the students
 Choose a New Identity
Students select a target language name and/or occupation that places
them "inside" the language they are learning

17.  Role-play
Ss pretend temporarily that they are someone else and perform a role
using the target language
 First Concert
T does a slow, dramatic reading of the dialog synchronized in intonation with
classical music
 Second Concert
Students put aside their scripts and the teacher reads at normal speed
according to the content, not the accompanying pre-Classical or Baroque music - this
typically ends the class for the day
 Primary Activation
Students "playfully" reread the target language out loud, as individuals or in
groups
 Secondary Activation
Students engage in various activities designed to help the students learn
the material and use it more spontaneously - activities include singing, dancing,
dramatizations
and games - "communicative intent" and not "form" being the focus

18. THE SUGGESTOPEDIC LESSON
 Introduction
 Concert sessions (active and passive)
 Development of the syllabus introduced in the
concert sessions
 Summary
HERE IS A LINK TO FRAGMENT OF SUGGESTOPEDIC LESSON
http://www.youtube.com/watch?v=OAvCnY6HS08

19. ADVANTAGES OF SUGGESTOPEDIA
 students can lower their affective filter.
 Classes are held in ordinary rooms with comfortable chairs, a practice that
may also help them relaxed.
 Authority concept
 Students remember best and are most influenced by information coming
from an authoritative source, teachers.
 Double-planedness theory: It refers to the learning from two aspects. They
are the conscious aspect and the subconscious one. Students can acquire
the aim of teaching instruction from both direct instruction and
environment in which the teaching takes place.
 Peripheral learning: Suggestopedia encourages the students to apply
language more independently, takes more personal responsibility for their
own learning and get more confidence. Peripheral information can also
help encourage students to be more experimental, and look to sources
other than the teacher for language input.

20. DISADVANTAGES OF SUGGESTOPEDIA
The main disadvantages of suggestopedia are as follow:
 Environment limitation: Most schools in developing countries have large
classes. Each class consists of 30 to 40 students. There should be 12
students in the class.
 The use of hypnosis: Some people say that suggestopedia uses a hypnosis,
so it has bad deep effects for human beings. Lazanov strongly denied
about it.
 Infantilization learning: Suggestopedia class is conditioned be child-like
situation. There are some students who do not like to be treated like this
as they think that thay are mature.

21. REFERENCES
1. Chapter. 10. Suggestopedia” in J. C. Richards and T. S. Rodgers.
(1986). Approaches and Methods in Language Teaching. Cambridge
University Press.
2. www.jwelford.demon.co.uk/brainwaremap/suggest.html
3. en.wikipedia.org/wiki/Suggestopedia
4. www.anglisci.pl/otwarta-biblioteka-pomocy-studenckich-
metodyka/suggestopedia.html
5. www.onestopenglish.com/support/methodology/teaching-
approaches/teaching-approaches-what-is-s