Suggestopedia and guided discovery as suitable methods for language acquisition

To decide which teaching methodologies for language acquisition are the most suitable, is a difficult task for their variety (all with interesting approaches) and because in some moments one might be appropriate, later to be changed for another. Two key factors that might help narrow this decision are the target group and language skill to be developed. These doesn´t mean that other groups can’t get the same benefits from the ones being studied or that other language skills aren´t important. However, these two filters can make the choice more accurate. The target group are children of elementary school (ages 8 to 10, second to fourth grade) an the language skill is speaking. With this variables identified, Discovery learning and Suggestopedia are the methods selected to be considered.

On bilingual schools in Colombia, there are two major tendencies on learning theories. One the traditional approach (based on conductisim) and Stephen Krashen´s natural method because of its relationship with well-established socio cultural theory of Lev Vygotsky, Ausubel´s meaningful learning and constructuvist ideas from Jean Piaget1. This method is used for inductive reasoning because of the importance given to the connection between knew knowledge and the one students come with, reason why information is given as a mean to an end. This is where Guided Discovery becomes useful. As a combination of both deductive and indcutvie reasognig, “Guided Discovery takes the best from both in a way that makes it work for a variety of settings and contexts, and as a tool to introduce different aspects of language at all levels2”. Both deductive and inductive learning has advantages and disadvantages, but combining them leads students to new ways for language learning. Even more, with radical theories such as Sugatta Mitra´s Self Organized Learning3 or Ken Robinson´s abductive thinking4, that takes reasoning and teaching to a whole new level, Guided discovery is line up to what children are capable of.

Another important aspect when teaching children is related to performance. Most educators that applies constructivism know that social and emotional barriers are problematic for learning5, reason why motivational activities using imagination as a tool to strengthen performance are used, but without any formal structure in their lesson 1 Tamayo, L.A. (2007). Tendencias de la pedagogía en Colombia (pedagogical tendencies in Colombia).

Manizales, Colombia.2 Saumell, V. Guided discovery for language instruction: a framework for implementation at all levels.

Retrieved from : http://www.pearsonlongman.com/ae/emac/newsletters/guided_discovery.pdf 3 Hole-in-the-wall. Lighting the spark of learning. Retrieved from:

http://www.hole-in-the-wall.com/index.html4 Sir Ken Robinson. Retrieved from : http://sirkenrobinson.com/

planning. Imagination is only to exemplify, not as part of the process. Italian book writer for children, Gianni Rodari stated

There is no imagination curriculm or pedagogy of imagination in our schools, Yet, as the poet Wallace Stevensen wrote “the imagination is the power of the mind over the possibilities of things” then to neglect the imagination is also to impoverish children´s world and to narrow their hopes6.

Suggestopedia7 (the study of suggestology in pedagogy) was intended as an emotional breaker to barriers that limits students potential. All details used by Georgi Lozanov (change of names and occupation, enrichment of the study environment, dramatization, singing, etc) can be taken as imagination tools to recreate fantasies that allow children to perform, some sort of imaginary world where they can explore, produce utterances without fear and judgment, where correction is made as friendly feedback to learn language and become more competent.

Suggestopedia and guided discovery are important alternatives to language acquisition that must be considered where childhood possibilities are taken seriously in the learning-teaching process.

5 Zins, J. E., Bloodworth , M. R., Weissberg, R. P. & Walberg, H. J. (2007). The scientific base linking social and emotional learning to school success. Retrieved from: http://www.tandfonline.com/doi/full/10.1080/10474410701413145#preview.

6 Rodari. G. (1996). The grammar of fantasy: An introduction to the art of inventing stories. Teachers and writers collaborative.

7 Larsen, D. (2004). Techniques and principles in language teaching. Oxford, University press.