Suggestopedia in Desuggesting the affective filter

Introduction

Suggestopedia is aimed at controlling the factors of the classroom climate to maximise learning (Richards & Rodgers, 2018). This approach adopts the humanistic approaches to language teaching and learning. A distinct feature that I observed in Suggestopedia is the role of the teachers as the authority in the classroom. In this regard, the teachers was responsible in setting the environment and resources in the classroom to desuggest barriers that I faced when learning the target language (Larsen-Freeman & Anderson, 2016).

This entry aims to reflect on the strengths, weaknesses and consideration of the Suggestopedia method in the Malaysian classroom during my experience in Suggest.

Strengths

Reduces students’ affective filter

Suggestopedia is designed to desuggest and suggest the environment to suit student’s level of comfort.

According to Nostrati, Karimi, Malekian and Hariri (2013), Suggestopedia is a flexible approach that enables the change in the climate of the classroom in various ways to reduce students’ anxiety (i.e. affective filter). For instance, in the teaching demonstration, chairs were removed and soothing music was played in the background.

As a learner, this made me feel less intimidated by the lesson and this increased my level of engagement in the classroom in the beginning of the lesson. As a result of my reduced affective filter, I felt a higher motivation to be engaged in learning the target language.

As supported by Krashen (1985), to increase the comprehensible input of the English language students must feel comfortable to allow knowledge of language to seep through. Here, through the changes made to the environment I was able to comprehend the English lyrics in the Earth song as I became more focused on the language practice instead of my personal anxiety.

Thus, this method optimised my language learning through decreasing students’ affective filter.

Weakness

Environmental limitations

Suggestopedia is challenging to implement in the Malaysian classrooms with lack of resources.

I observed during the teaching demonstration that the Suggestopedia method required the teachers to manipulate the classroom environment to reduce my active filter. This is possible as Nottingham is equipped with resources such as technology with a comfortable seating arrangement. However, in the typical Malaysian classroom, resources are limited. If I teach in these classrooms I will face challenges in dessugesting the classroom environment due to budget issues. This poses as a problem as the classroom climate is the main element of this teaching approach.

As a teacher, I am concerned over the extent to which I can implement this approach in the Malaysian public school due to these limitations in the Malaysian classroom.

Therefore, suggestopedia is not suitable in schools where resources and equipment is limited.

Consideration

Suggestopedia is an effective method in eliminating psychological barriers that I faced when learning a new language. This method allows the teachers to structure the classroom based on my needs. Nevertheless, in the Malaysian classroom this method is too demanding. Hence, I would incorporate the theory of this method of limiting barriers in my classroom through methods such as reinforcement instead of the environmental factors.

References

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Ltd.

Nostrati, M., Karimi, R., Malekian, K., & Hariri, M. (2013). Investigation of language

teaching methodologies in second language learning. International Journal of Economy, Management and Social Studies, 2(5), 207-211. Retrieved from: http://waprogramming.com/papers/517b4489078254.24008577.pdf