Método Sugestopedia - Suggestopedia Method

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Lozanov does not articulate a theory of language:
The emphasis on memorization of vocabulary pairs – a target- language item and its native  language translation- suggests a view of language in which lexis is central and which  lexical translation rather than contextualization is stressed.

Georgi Lozanov emphasizes: 
The importance of experiencing language material in the “whole meaningful texts”.
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.


There are six principal theoretical components through which desuggestion and suggestion operate and that set up access to reserves:

People remember best and are most influenced by information coming from an authoritative source.

Authority is also to suggest a teacher-student relation like that of parent to child. In the child's role that learner takes part in role playing, games, songs, and gymnastic exercises that help the older student regain the self-confidence, spontaneity and receptivity of the child. 

The learner learns not only from the effect of direct instruction but from the environment in which the instruction takes place. (the bright decor of the classroom, the musical background, the shape of the chairs, and the personality of the teacher are considered as important in instruction as the form of the instructional material itself). 

Intonation, rhythm, and pseudo-passiveness
Varying the tone and rhythm of presented material helps both to avoid boredom through monotony of repetition and to dramatize, emotionalize, and give meaning to linguistic material. The musical background helps to induce a relaxed attitude which Lozanov refers to as concert pseudo-passiveness.


The objectives of Suggestopedia are deliver advanced conversational proficiency quickly. 

Learning objetives:
Left and right brain integration will be enhanced through the power of suggestion, music, relaxation, deep breathing, metaphors and guided imagery.

Self-image will be improved.

The students will have a positive attitude towards learning.

Suggestopedia aims to deliver advanced conversational proficiency quickly.

Teachers place a high value on vocabulary recall, memorization of vocabulary pairs continues to be seen as an important goal of the suggestopedic method. 

To memorize large amounts of target language vocabulary. 

To be able to understand target language at the appropriate level through the teacher's presentation of the language material (gestures and intonation.) 

Language Objectives
To be able to translate target language vocabulary into ones native language. 
To be able to gain meaning in the written form of the target language.
To be able to communicate confidently in the target language (at the designated level.
To be able to apply the language in useful, 'real-life' settings.

30-day course, 10 units, 4 hours a day, six days a week(within each unit). (The central focus of each unit is a dialogue consisting of 1,200 words.

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.


Activities in the syllabus include imitation, question and answer, and role play—not activities “that other language teachers would consider to be out of the ordinary”.

Activities more original to Suggestopedia are the listening activities, which concern the text and text vocabulary of each unit—typically part of the “pre-session phase, which takes place on the first day of a new unit.

The students first look at and discuss a new text with the teacher. In the second reading, students relax comfortably in reclining chairs and listen to the teacher read the text in a certain way. 

Learner Roles (Relaxer, True-Believer) 

Students volunteer for a suggestopedic course, but having volunteered, they are expected to be committed to the class and its activities.

Students are expected to tolerate and in fact encourage their own “infantilization.” 

Groups of learners are ideally socially homogeneous, 12 in number, and divided equally between men and women. 

Learners sit in a circle, which encourages face-to-face exchange and activity participation. 

Teacher Roles (Auto-hypnotist, Authority Figure)

To 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. 

Lozanov lists several expected teacher behaviors as follows:
1. Show absolute confidence in the method. 
2. Display fastidious conduct in manners and dress. 
3. Organize properly, and strictly observe the initial stages of the teaching process—this includes choice and play of music, as well as punctuality. 
4. Maintain a solemn attitude towards the session.
5. Give tests and respond tactfully to poor papers (if any). 
6. Stress global rather than analytical attitudes towards material. 
7. Maintain a modest enthusiasm. 

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