1. Universidade Tiradentes
Linguística Aplicada
Profa. MSc. Daniele Almeida
Carlson Sérgio
Daniel David
Marcia Regina
Desuggestopedia

2. What is Desuggestopedia?
 It is an approach to education whose primary
objective is to tap the extraordinary reserve
capacities we all possess but rarely if ever use.
The Bulgarian scientist, Dr. Georgi Lozanov, for
example, has demonstrated that through a
carefully “orchestrated” learning environment
including most importantly a specially-trained
teacher, the learning process can be accelerated
by a factor of three to ten times enjoyably. Such
results are possible through the proper use of
suggestion.
 SUGGESTOPEDIA is the study of these suggestive
factors in a learning situation.

3. Classroom set-up
 Armchair;
 Light is comfortable;
 Everything is bright and colorful;
 Posters;
 Music;
 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 suggestion
(there is no limit to what you can do) into the learning
situation.

4. 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.
It’s 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 allowsthem to be more open.
Positive suggestion
Direct suggestion
Indirect suggestion

5. In Practice
 The lesson of Suggestopedia consisted of three phases at first :
deciphering, concert session (memorization séance), and elaboration.
Deciphering:
The teacher introduces the grammar and lexis of the content.
Concert session (active and passive):
In the active session, the teacher reads the text at a normal
speed, sometimes intoning some words, and the students follow. In the
passive session, the students relax and listen to the teacher reading the
text calmly. Music (“Pre-Classical”) is played background.
Elaboration:
The students finish off what they have learned with dramas, songs, and
games. Then it has developed into four phases as lots of experiments were
done : introduction, concert session, elaboration, and production.

6. Introduction:
The teacher teaches the material in “a playful manner” instead of
analyzing lexis and grammar of the text in a directive manner.
Concert session (active and passive):
In the active session, the teacher reads with intoning as selected
music is played. Occasionally, the students read the text together
with the teacher, and listen only to the music as the teacher pauses
in particular moments. The passive session is done more calmly.
Elaboration:
The students sing classical songs and play games while “the teacher
acts more like a consultant.”
Production:
The students spontaneously speak and interact in the target
language without interruption or correction.

8. How to teach using
Suggestopedia
Traditional books cannot be used in a Suggestopedic class since they fail
to present the content and grammar following the function of the
human brain. The way they present information is not according to the
real way the human brain processes information. The whole book has to
be adapted to be used in a Suggestopedic class. It is hard work but the
final result are worth it.
In Brazil, there is a teacher who developed a whole teacher training
course to apply and use Suggestopedia using traditional books. He
teaches how to adapt and create a new Suggestopedic book to be used
in Suggestopedic classes. The training also teaches the teachers how to
conduct an intensive course in English or in any other foreign language
using the newest development of Suggestopedia – Desuggestopedia.

9. Thank you!