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 doesnt mean that other groups cant get the same benefits from the
ones being studied or that other language skills arent 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 Krashens
natural method because of its relationship with well-established socio cultural theory of
Lev Vygotsky, Ausubels 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 levels 2. 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 Mitras Self Organized Learning3 or Ken Robinsons abductive thinking4, that
1 Tamayo, L.A. (2007). Tendencias de la pedagoga 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.html
4 Sir Ken Robinson. Retrieved from : http://sirkenrobinson.com/

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
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 childrens
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.