Diatctbution : Limited Paris, November 1978 Original : French — United Nations Educational, Scientific and Cultural Organization : REPORT ON THE METHOD OF SUGGESTOLOGY/SUGGESTOPEDY F. WINNYKAMEN Université R. Descartes ED 78/W8/ 121At the request of the Bulgarian national division of UNESCO UNESCO had undertaken a study of the method perfected by Doctor Georgi LOZANOV under the name of suggestology. The pur- pose of the study was the fact-finding and analysis of the me- thod of “suggestology" as well as its pedagogical applications denomited as “suggestopedy". - The objective of the study consisted in providing with basic principles a multidisciplinary, international group of work which should meet in Sofia, at the end of 1978, in or- der to evaluate suggestology, its present pedagogical applica- tions and, if the question arises, the problems connected with its applicability within other contexts. The mission presumed : = on one hand, a sejourn in Sofia (which took place from September 12 to October Sth, 1978) at the Institute of Sugges- tology and divers school institutions ; - on the other, the interviews with people in charge of ‘:19g¢s- topedical method of teaching, in some other_places. The fact-finding and analysis should focus on + - Conceptual basis of the method, - Foreign languages teaching to adults, - Teaching of reading and writing on the elementary level, : . _ = and, in addition to the above, teaching of m=thema- tics on the elementary level, as well as different types of teaching on different levels.CONTENT The present document forms a report on the mission of fact= finding. I - Basic grounds and concepts of suggestology and th-ir application in pedagogy. - Definitions in Lozanov's method. - Remarks and precisions (objective : to provide the discussed elements with a common content). II - Observations and results in the field of teachin: Tanguages_to adults. 1 = Sofia : - observed groups. = pedagogical procedures. = comment: = results. 2~ Canada ~ » concise analysis of the interviews. 3 - Prance ‘+ 4 = Applicability. 5 - List of problems. TIr = Fi findings and results in the domain of elementa: . teaching. — 2 - Material in use. 3 - Procedures. 4 - The interviews. 5 - The results. 6 - Additional observations. 7 = Some conclusions. 8 - List of problems, 9 = Applicability. 10 - Suggestions. IV - List of annexes. II = List of professions of the 12 students of the cour> {ape ITI + Photostat of the page 42 of the handbook of reading. (test of basic level of reading). IV - Test of basic level in calculus. erview of 3 girl-studes conducted1 -Basic concepts of suggestology and suggestovedy. In the present state of concepts set forth by the method proposed by Dr. Georgi Lozanov (designated as DGL further in the text) under the name of suggestology, it is impossible to decide upon the scientific value of the method as a whole. We Propose in the following paragraphs to remind the principle con- cepts of DGL's method. Each time, when a necessity occurs, we will point out + 1. Definitions of closely related or identical con- cepts know elsewhere under other names.; 2. Different concepts (sometimes very different), know elsewhere under the names emplo~ yed by DGL ; 3. A certain number of phenomena which appeared to the author of this report as existing in the method without being necessarily taken into direct consideration in DGL's texts (N.B.). The objective of this procedure is to provide a common base for a discussion on the contents, in terms corresponding to those of DGL's method. Differences will be stressed in order to avoid pos- sible confusions. The part of DGL's method connected with psycho-physio- logy will not come in as a subject in this report. The studies based on psycho-physiology, however, ap- peared to us as being of great importance. The research underta- ken in this respect at the Institute of Suggestology will be ta- ken under consideration during discussions on evaluation. 1.1 -Suejestology : The aim of suggestology is to detect the potentials of a human being, on psychic and physical level as well. It is, therefore, a science of a harmonious accelerated de- velopment of personality with its multiple gifts. (DGL). Remark 1 : In this citation suggestology is basically defined by its objectives : accelerated development of potentials. Thus, in this state of things, it is (N.B.) Subsequently, the definitions employed in Dr. Lozanov's texts will be followed by the initials (DGL), Related notions and comments or remarks will be emphasized by an’ indention qm themarginLage * munication impossible to decide upon its scientific grounds. This remark should not be considered as suggesting the non existence of :potentials in human being. Ob- viously, they do exist. But, at this stage, ic is im- possible to determine scientific grounds on which thi se potentials could be reached. The definition requires + 1 - That a human being potentials should be reached. 2 - That there should be a possibility of their deve opment. 3- That this development could be accelerated. Remark 2 : Suggestology is not defined here in view of its psycho-therapeutic antecedents. It is recom- mended, however, to keep them in mind. Since psytho- therapeutics are the base of the concept of suggesto- logy, a terminology appears, sometimes different from its equivalents in other sciences. aggestion : Suggestion is a factor in universal com- which plays r6le in our everyday life though rarely _#8 an organised manner. This factor of communication manifests itself in the choice made by a human being between several posei- bilities, according to his proper structure and disposition: Those possibilities and’ stimuli intervene from the outside or ap- pear within a person not only in the limited frame of the cons- cious, but also on multiple levels of the para-conscious... Sug- gestion can reveal the potentials. (DGL). Remark + Nothing stated in the above definition calls for, or authorizes a confusion between what ig termed’ Suggestion in DGL's method and such phenomena as hyp- nosis,under its different forms. Nothing is said on the nature of the factor of commu- nication. Acertain number of terms appear that should be defined : Consciousn dely accepted in the scientific world, its definition 1 Since the meaning of this term is wi-is not given in the studied texts. We think, however, that it would be: useful to svecify that the conscious comprises everything belonging to the conscious cogni- tive sector (reasoning, deduction, etc...), but 1s not limited to the cognitive domain, An important part of our emotions is also conscious. A confusion between "cognitive" (or that what comes from intelligence), and "conscious", on one hand, and affective or emotional and unconscious, on the other, is to avoided. The divi- ding line between the two could be viewed in different ways, but, however: one looks at it, it bears no resem- Blance to the .snfusion mentioned above. 1.3 - para-conscious : ts a psychic unconscious activity on different levels, All that is outside of the conscious at a given moment is a part of it. (DGL). Remark : In this state of things, it should be underli-~ ned that the existence of the para-conscious and para- this definition comprises a great number of phenomena. For instance, the automatization of certain professio- nal movements or gestures (example : "reflexes" of a driver, or a sequence of a typist gestures on the type- writer). In the other field : habits, including some verbal habits, inherent in a linguistic community, or typical for an individual. Some of these phenomena, in- cluded in DGL's definition, are studied by several scientists, without being referred to the concept of the para-conscious. S activities is unquestionnable. Such as it is, Tt is important to stress the fact, that the notion of “para-conscious", such it is being analysed and stu- died by DGL, is not related with the forms of “para- psychology". Para-psychology, or rather-psychologies, bear, in different fields of study, very divers conno- tations, on which a general agreement is far from being concluded.Stressing the absence of relations between the con- cept of "para-conscious" and “para-psychology” would depriva of its subject the discussion on the so- : called "para-psychological” elements, which should be, or should be not, taken into account from.the scienti- fic point of view. It seems that, under these conditions, an agreement could be reached cn the following definition, proposed by DGL : . 1.4 = The para-conscious, including peripheral perceptions, emotional stimuli, acquired unconscious dispositions and their divers variables (such as adaptation, according to Ouznadze, pas sivity and secondary automatic process, ‘unconscious elements of motivation, relation, expections and needs), as well as psychic @ispositions, inborn or genetically conditioned... all automatic, non-verbalized activities in their psychic repercussion. Il also comp: the automatized inconaciant elements included in cons- cious psychic activities... The second plan of the process of communication (DGL). We shall have to revert to the definition of certain concepts which are the part of the para-consciousness and para-conscious activities. ~ 1,5 = Potentials : Possibilities not revealed but kept wi- thin the para-conscious. (DGL). The term "potentials" is often used in a different sense, suggesting : possibilities which are not yet accomplished, but which can be inferred from the exis- ting data, without necessity of the idea of conscious and/or para~conscious entering the scene. For instan- ce: the fact of reflex of automatic walking of a new born baby, indicates the potential of the acquisition of walking in the future. Another example : all we know on. the generalization and transfer of knowledge of a group of concepts results in a potential capabi- lity of coping with partially new problums that cancome up. Hypermesia is cited by DGL as being one of the po- tentials, according to his interpretation of the term : possibility non-reveaied but kept in the para-conscious 1.6 - Hypermnesia : Superior ability to remember orally. (DGL) . DGL does not base his statement on the nature and pro- cess of this ability. His definition steams out of practice, of the results that he obtains. We shall re- consider this point in the discussion on the results, in reference to two aspects : on one hand, the existence of a very enlarged recall, on the other, the question : does such a recall refer to a non-revealed capacity ? It will be noted that, on this level cf the discus- sion on definitions,, the proposed definition concerns but the oral recall. It goes without saying that se~ veral other means exist to test the material memori- zed by the students. 1.7 = Suggestion-desuggestion : Since suggestion, {as it has been said), is a factor in universal communication playing part in our everyday life, the establishment of 3 new suggestion can be done only during’ the process of “suggest ion-desuggestion". (DGL) . Previously existing suggestion can be eliminated only by means of suppressing the anti-suggestive barriers. 1.8 - anti-suggestive barriers and suggestive norms of the society : There is no suggestion without desuggestion, without liberation, in the para-conscious, of prior inertia. The anti-suggestive barriers constitute: the original characteristics of personality. In order to overcome these barriers, one has to act in agreement with them. The three anti-suggestive barriers, that is, the barrier of criticism and logic ; the barrier of in- tuition and affectivity, and the barrier of ethics, are insepara- bly related and are subjected to continuous dynamic changes (DGI) Overcoming the anti-suggestive barriers signalizes that thesuggestive social norms, concerning some of our limited possihi- ities, have been lifted. (DCL). We shall emphasize the importance of tha term sugges- tion by socially approved standards. The changing of the system of suggestion, initially involves : elimi- nation, reduction, or transfer of the existing sugges- tions. We ‘could arrive at ar, agreement on the basis of the following analysis : : Social norms have a permanent impact on. individuals. If, in the terminology of DGL, this impact is denomi- nated as suggestion, the following statement sould be formed : social norms have a suggestive, permanent impact. In this respect, the term anti-suggestive barriers will be interpreted as : that which is opposed to the modi- fication of social norms. The origin of these barriern is cognitive, affective, and/or emotional (depending on psychological concepts), and moral, (that is : con~ sidered good or bad by a society, in a given moment, according to the admitted social norms). At this point, a very important concept should be poin ted out : It 4s not necessary, in order to agree with the above data, to draw a conclusion that all social norms are entirely or partly false, or that they are just. For instance : Social norms suggest a possibili~ ty of having “good" or “had" memory. The notion of "good" and "bad" can be very different in different cultures or sub-cultures. To admit that the concerned social norm can be modifted or, eventually, suppressed does not necessarily results in, either admitting that mory 4s wi o ted, o£ in assuming the opposits The most general agreement can be reached on the so- cial character of certain norms : on the constraintwhich they induce in individual ; and on the possibi- lity to modify, in given conditions, the attitudes and behaviour resulting from the influence of these norms. An attitude is normally defined as a perceptual orien~ tation and response seadiness in relation to a parti- cular object or class of objects. Some qualifications must be added ; attitudes are reasonably enduring (thus distinguishing them from sets and expectations), attitudes must show variation between individuals and between cultures. Attitudes (and this is the most im- portant feature) are necessarily evaluative and affec- tive : beliefs may be constituents of attitudes (N.B.) The term beliefs is uncecstood as a system of cogni- tive and/or affective references connected with belon- ging to a social and physical milieu. Once the definition of suggestion is accepted (the existence of a, permanent suggestion imposed by social norms “possibility and necessity to remove the barrier of the suggestion zroduced by social norms, in order to create a new system of suggestion~ in the process of desuggestion/suggestion)~ it remains to analyse the means of suggestion. ‘Thase means are of particular importance dus to their atrong impact which enables a more specific applica- bility of the, rather generalizing up to now, theory of suggestology, especially in the pedagogical domain. ‘This calls for a thorough analysis of the proposed means, Each of them will be examindd in respect to its exact moaning, its relation with the theory and (in the chapter dealing with results) the extent to which the observed resuits can be attributed to the theory. (N.B.) EYSENCK, H.J., Encyclopedia of Psychology -Fontana/Collins 1972.= 10- 1.9 = Means of suggestion + they can be put {n two groups : 1 = controlable states of the person ; 2 ~ outside factors that the parson has to accept... The first gzoup comprises infantili- zation and pseudo-passivity. The second one englobes authority {prastige), the second plan of communication, and autonomous fac- tors of this second plan, auch as tone of voice or rhythm. (DCL). Each of the presented concepts, found under various forms in most of DGL's texts, should be defined and differentiated from related concepts as to avoid con- fusion. Then a discussion could be set on the real . dmpact which those means heve on applicability to other contexts, etc... This will be tha subject of following chapters in this report. 1,10 ~ Infantilization : is a controlled state of intuitive ; activation of emotional plasticity, of increased perceptivity and confidence in possibility of liberation of the potential re- serves in given situations: “Tt appre: ' highly harmonized contact with authority but can also arise inde- pendently (DGL). It ought to be stressed from the beginning, that the term infantilization, chosen by DGL to provide the above definition, competes with the sense in which this word is currently used in psychology. Infantili- zation is a process through which parents or teachers manipulate the psycho-affective development of the child, by maintaiiiing it in a state, and showing ex- * pectations, related to the earlier age of its life. For instance : it can be said that a mother shows an infantilizing attitude whén she continues to attend to avaryday phy ef 2 child of 8, oz when she feeds a 3 years old child with liquids or semi- . liquids only, even if she presents quasi logical ex- Planations (such as : "he is awkward", "he does not digest well", etc...). Obviously, the word infantili- zation in DGL's terminology has no connection withele this process, The meaning of the term “infantilization", as provi- ded by DGL should probably be subjected to an analy- sis examining expectations, motivations and accepta- tion ocurring in a "receiving" person, as well as Persuasion, guiding r6le and credibility of the emit- ting source. It will be observed that in all educative relation; the connection between educator and educated or trans« mitting and receiving person, is of great importance, as it is also the case in DGL's method. If the origi- nal terminology is accepted, a discussion can be set up, owing to the . common character of the basic grounds. 1.11 - Pseudo-passivity :(called : “of concert"), 18 a con- trolled state similar to that occurring while listening to a clas~ sical music concert. This illustration reflects the real nature .@£ the phenomenon of the state of concentrated psycho-relaxation. It is not the matter of a hypnotic or hypnoidal relaxation, and even less that of an ordinary muscular relaxation : the descri- bed state is that of a’psychic calmness, without interfering thoughts or movements, when a subject reaches an agreable, free of tiredness, concentration, as it takes place during a concert. (DLG) . Several important remarks should be made at this point, concerning 1 .> the notion of passivity and its opposite, activity 1 many psychologists tried to describe and to demons- trate the forms of “interior” activity, which normal. activity. The concepts of activity and movements are not being put anymore in the same category by psy- chological sciences. It is perfectly logical to con- sider a motionless subject as having a mental acti- vity. (Various psychological schools recognize this phenomenon, even if they explanations differ). One may perhaps compare the form of these interior,-12- internal activities, with what DGL calls pseudo~ passivity, adding, however, the notion of calmn and agreable concentration, which is not necessari- , ly included in the general frame of mental activi- ede ~ pseudo-passivity of concert. Let us remind, that, in his definition, DGL puts forth the idea of a “con- trolled state", “similar” to that ocurring during a concert ; that the given. "illustration" permits to understand the phenomenon of the state of concentra- ted psycho=relaxation. If, during studies and dis- cussions, a conclusion is drawn that learning bene- fits from the state of concentrated psycho-relaxa~ tion, 1t should be remembered that it concerns the state of the subject. The concert, serving as meta~ phore in the verbal exolanation, is employed as a mean in pedagogical applications. Thus, a question should be asked on : . ” 1) a classic concert efficiency as a mean to reach "a state of concentrated psycho~relaxation". The at results of psycho-phystological research should: : provide an answer to this question. . 2) possible existence of other means to reach the state of concentrated psycho-relaxation. One may dnquire on, to what extent the efficien- cy of a concert in view of obtaining the state desired by a subject, could be a placebo result. 3) It could be interesting to seek the part of ac- : : quisitions actually connected with’ the phase of Pseudo-passivity of concert. 1.12 = authority-Prestige : The r6le played by the authori- ty in the creation of confidence and emotional stimulus, does not need’ to be explained. This rdle is performed within the second Plan of communication. Remark : In DGL's method, authority and prestige re- fer to the competence of the master in his specific field, to the prestige represented by an institution-13- to the fact of one being scientist. For instance, as it is demonstrated by Bancroft (1), the vord and the concept, quite obviousiy have a positive connotation within the concept of Lozanov's method. It emphesizes genuine authority as opposed to artificial, oppressi- ve authority. It should not be confounded with autho- ritarisn. 1.13 = Second plan of communication : Double-planeness re- fers to the unnoticed stimuli which come from the milieu and fron the teacher's personality (tone of voice, gestures). There is an enormous stream of diverse stimuli which emanate from the perso- nality unconsciously or semi-consciously. Remark : the stimuli referring to the double-planenesn are close to what has been studied under the terms of non-verbal or non-linguistic components of the commu- nication. ‘1.14 - peripheral perceptions and emotional stimulus. Ali of the presented and defined means are put into action through two processes : Peripheral perceptions : They are brought about by stimulations of a normal force above the threshold of perception, where they fall into the peripheral field of consciousness and attention of the moment... Peripheral perceptions fall into the sphere of the para-conscious. Owing to their dynamic potential, they are able to re-ente:, at any moment, the field of the cons- cious perception. When perceived by brain, this information is absorbed by the conscious, with a delay, or it appears in motiva- tions and decisions, and plays part in the releasing of the po- tentials. Remarks : It seems that a general agreement can be reached on the existenca of the peripheral ner: which have been the subject of numerous studies. The definition provided by DGL goes further than the existence of the peripheral perceptions. It is based TI) BANCROFT, W.J., Suggestology and suggestopedie : the theory of the Lozanov method. The Journal of Sugg learning and _theaching, Vo. 1, 3,Fall 1971 0.-u4- on physiological grounds (evidently, they do have one, ane there too, an agreement could be concluded, but, as it has been announced in the introduction, the au- thor of this report will not intervene on the level of psycho-physiology). The definition takes in consi- deration the rdle played by the peripheral perception in the liberating of the hypermnesiac potentials, exis- ting in the para-conscious. We wil) return to this idea for the reason of its great significance for the appli- cation of concepts of suggestology in the pedagogical practice. 1.15 - Emotional stimuli : Emotion is an important, omnipre-~ sent factor, permitting the removal of anti-suggestive. barriers, and bringing about tho satisfaction accompanying the liberation of a human being's potentials. The emotional stimulus permeates all the activities of a person. Basically, it remains outside of ‘the conscious forms of psychic activity (DGL).. (The author indi- ‘cates the major components that may control the emotion ) : The ‘emotion 1s associated with the authority, together with the double-planeness, tdne of voice, rhythm, infantilization, and , Concentrated psychic-relaxation. (DGL). Remark : The rOle of emotions in the development of personality is widely accepted by psychologists. In spite of differences of opinions on the importance of emotions, and on the processes through which they act, it can be asserted, on the basis common to the diffe- Fent schools, that a harmonious development of the per- sonality could not come to existence without the inte- gration of emotions. Besides the common basis mentioned above, DGL proposes the concepts of the emotional stimuli, such as : au- thority/prestige, infantilization, simultaneity of the double-planeness (of the communication), rhythm, and concentrated psycho-relaxation. It is necessary to rely-15- on the definitions, previously given on the ideas in DGL's method mentioned above. Conclusion : Suggestolo defined by means of its objectives is taken into analysis based on 3 principles : 1.16 = Communication between individual and psychic activity in ge~ neral is both, conscious and para-conscious, at the same time (DGL) . Reminder : According to the definition :all that is not conscious is para-conscious. The first concept can obviously be accepted. 1.17 = All stimulation is associated, decoded, symbolized and genera~ lized. Processes through which the informations are hierar- chically established, ought to be studied on the psycho~ physiological level. but researches are also undertaken in regard to the psychological treatment of information (see : studies on long-term memory). The common point of the diffe- rent studies can be demonstrated without falling into artificialism? There is a hierarchy within the infor- mation coding system ; the most complex levels inte- grated but do not eliminate the more primitive ones. 1.18 = All perception 1s complex (DGL). Since the complexity is included in the very idea of perception or-perceptive activity, there should be no problem to conclude the agreement on this point. 1.19 = Suggestopedy, is a pedagogical system based on the data provided by suggestology. It presumes : 1 = a total participation of the entire brain 2 - simultaueity of the analytical and synthetic processes 3 + a simultaneous participation of conscious and para-conscious (pst).-16- AS opposed to traditional forms of education, the so=called sug- gestopedic method advocates (among other points) : ~ to abandon the division of the knowledge into progressively mo- re reduced elements, in order to avoid the creation of stereo- typed habits which will have to be subsequently destroyed. - to give up monotonous and boring repetitions resulting in a demotivation of the personality qnd, most frequently, slowing down school achievements. (DGL). ’It is understood that an optimal, varied and creative repeti- tion will always keep its place in the process of education”. (DGL) . The criteria of suggestology. In the proposed method, suggestope~ dical effects correspond to the five, jointly existing criteria : 1 ~ Stimulation of the reserves, memory, intellectual activity. There 1s no suggestopedy without reserves. \ 2 - Education is associated with a rest effect (or, at least, with the absence of fatigue). ~ 3 - Education is perceived as agreabie. 4 - Education reduces agressive tendencies and increases social adaptation. 5 ~ It has a psycho-prophylactic and psycho-curative influence on functional illnesses and on functional components of organic illnesses. (DGL). . Remark 1 : = the observations made on different levels of teaching which will be considered in the chapter IT and III can not deal objectively with the point 1. Actually, it is not possible to ensure a solicitation of memory poten- tials on the base of observations. = Subjectively speaking, we could give our opinion.on the point 3 :— the interviewed adults had confirmed the pleasant character of the method. Most of the children following courses on a primary level seemed to participate with pleasure in the events forming the life of the class. - In respect to the each of means, the points 2, 4 and 5 cannot be commented on. The obser- vations we have made,however being in our - field of competence, do not actually permit * to decide on the degree of fatigue felt by the students (this phenoiienon cannot be seen except for extreme cases). A drive towards social adaptation and the reduc- tion of aggressivity, both being an object of a Psychological observation, could not have been detected during the courses that we attended. Finally, the psycho-prophyiactie and psycho- curative effect mentioned by DGL belongs to a medical field of psychology which is outside of our competence. One, however, should consult the research which has been conducted in regard to this question by a medical team in Sofia. Remark ‘2 : DGL's method is considered as global since it requires the reaching of all the five criteria. On the other hand, it is impossible to say that any other method fails totally when confronted with ¢l fda. can be reached according to the forms of tea- ching, under the influence of certain circum- stances and of a given personality. For instance, it happens (fortunately !), that learning appears as being pleasurable, outside the DGL's method, It occurs, as well (especial- ly when group effects are the aim of the-18- research), that a better social integration takes place in other systems of education. 1,2, -The bases of suggestopedy : In respect to the age and pedagogical aims, 3 principles are applied : 1 = Learning in a pleasurable atmosphere, without tension (concentrated psycho-relaxation). 2.= A total mental activation, unity of conscious and un- conscious. - 3 - Suggestive interactions between human being, connected to the group effect (DGL). 1,22, = Resources of suqgesto) 1 1 = Psychological resources : teachers should be trained as psycho-therapeutists. Remark : In view of the importance of inter= personal relations and the form they take on, a psycho-therapeutic formation of teachers appear as vital. We shall recall this point in the pa- A ragraph dealing with problems. But, we can already underline the fact that the- re 1s no possible existence of the suggestopedi~ cal method without a special instruction trai- ning of teachers. ; : i 1,2- Didactic means : generalization of codes and * development of the, units of education. The material is aggre- gated and a connecting link between the matters. A comprehen- sive view on the basic laws of the matters is given, which will be subsequently taken into consideration. Tedious repe~ titions are avoided and a continuous presence of innovation 1s assured. Remark : The rapporteur insists on stressing a very positive type of connections existing bet~- ween matters. Thus, an interdisciplinarity is accomplished as regards the themes : For instance : a tale, serving as a reading ma- terial, involves at the same tine some elements-19 - of the mathematics, etc... This also exists on the level of objectives (at least, up to a cer tain extent). For example : being capable of re cognizing an “entity” not only on the base of the elements foreseen for this purpose, but al- 80 from the objects existing in the classroom with no connection with this purpos: 1.24 = Artistic means 1 "Liberating’ and stimula- ting didactic art". One learns immediately a major part of the material when artistic means are applied. As it had been stated, the effects of the means mentioned above will be examined in the chapter on results.= 20- Tibedabaiendd - OBSERVATIONS AND RESULTS IN THE FIELD OF THE TEACHING OF FOREIGN LANGUAGES TO ADULTS. Below, you will find all precise information that we could assemble (1),together with the useful technical data shown in the appendix. . We will indicate but the essential facts, conclusions, which could have been drawn, ‘along with principal remarks and con- cepts. I Foreign languages teaching to adults in Sofia. We undertook a three week follow-up of an en- glish course (denominated further on as (E,). Pesides, se- veral, less thorough fact-finding missions have been under- taken during a second course of english (£2), a french cour~ se (F), and a course of italian (I). 1,1 Subjects + In (E,), 12 young adults of both se- ‘en are present, representing a university level, students or “exercising a liberal profession. The general level, in res-_ pect to the homogeneity, is lower in the other groups with, however, a strong prevailance of intellectual professions. The (F), for instance, comprises : 14 persons, Of which 2 are physica! workers, 6 ate students, and the re- maining 6 exercise a liberal profession. Some individuals (their identity and number 1s, of course, not known to us), “are students in treatment for neurotic troubles. 7 ‘The sujbects are all volunt’rs, showing a stronc “motivation to learn. The motivation is that of reqiatering for the course (profes~ ” gional needs, etc...). Wa will come back to the problem of maintaining and increasing of the motivation during the Course. We shall stress the positive influence of the method in the motivation of the students. Ti) We are very grateful to the pedagogical team for their / extremely kind attitude in giving us all information and facilities... even when an unusual demand necessitated a performance of an extra work.-21- determination of the level in 1.2 - Entrance tests the group (E,), (F), and (I). We have witnessed a brief interview conducted in the languages to be learned. In the group (F), for ins- tance : "Comment vous appelez-vous ?", or "Quelle est votre profession ?". In group (E,) : "Where is the town you are li~ ving in 2". The students not being able to answer were qua- ified as beginners. Without entering into the details of the proce- dure, one will notice that it should be possible to improye the determining tests. serve, they are of two kinds + ) Typical procedures of the method ; ) Procedures employed in other methods. Our references to DGL's theory are minor in this analysis. We are more concerned with what actually has been observed. An interview with a teacher was sometimes helpful to understand the Pedagogical intentions. d; Peccedures typical for suggestopedy : 1 - Doctor Lozanov's introduction, or allocution. Te is not a formality but a pedagogical instrument aiming to increase positive results, confidence in regard to the pres- tige, confidence in one's own capacities.’ The introduction emphasizes the innovating and experimental character of the method. Remark : studies of the effect of innovation, or ‘Hawthorn effect!), proved the efficiency of this method) . Students know that the teacher believes in their success, and thinks that they are able to succeed. Ti) A short definition of "Hawthorn" effect : Subjects par- -ticipating in an experiment which retains its innovating character improve their performances regardless the nature of the innovation.2 - The presentation, from the beginning, of a great volume of the material. All the material to be learned is first presented to the students. Step to step procedures will be applied on the following days, in respect to their sequence. teristics : Remark : Experiments performed in laboratory and in the field demonstrated the efficiency of. the realisation of the aim in its entire context, the objectives to be attained, independently of a realisation that may occur later. However, to our knowledge, these experiments have never in- volved equally voluminous, conceptual and lin- guistic material. 3 - The handbook. It has two essential charac- 1.Each page has two columns. The text in the ing lear: translation in.bulgarian. Contrary to other me- thods, the student is not under a constant stress of comprehension, he is free to consult the text written in his mother tongue any time the need occurs. The above practice exists not only during pro~ perty so called periods of learning, but also in free utilisation and preparation of dialogues, sketches, group 2.The handbook contains a main theme with twel- ve characters correspondin students. The latter learn the text in the same manner as actors memorizing their part in a theatre play. The text is not considered as a source of vocabulary to be retained.-23- Not being a specialist in linguistics, the au~ thor of this report might have not been able to detect possi bly existing technical arguments being in favour or against such a type of written verbal material. On the other hand, the author's psychological formation enabled her to perceive an extremely motivating and facilitacing character of the procedure. 4- After the presentation, during the same par‘ of the day, two concert sessions will be held : during the session of “active concert”, the students follow the origi- nal text-and ite translation in bulgarian, with the teacher simultaneously reading the text in a rhythmically modulated voice accompanied by a musical background. Later, a “passive concert" session takes place where students only listen to the music and to the voice of the teacher. Remark : it 4s evident, that the observer has access to the teacher's performance, only. The acquisition made by a student during this period cannot be observed. If it can be demonstrated, that + 1) the "pseudo-passive" period is really a pe- riod of important learning, and, at the same ti- me, that, 2) the electro-physiological manifestations are those of the state of rest, a conclusion could be drawn on the original pro- cess. A si wltaneous occurrence of the two ele- ments‘is necessary. 5 - The ‘presence of wall-charts containing a certain number of informations. Already, in the former works of DGL, a great importance had been attributed to the wall-charts, as regards their being an element of peripheral perception. In more recent texts, this importance seems less “underlined. Actually, there are relatively few wall-charts in the classes, their number varying with each course. (For instance : we have seen distinctly more wall-charts in (F) than in (£,), but this could have been accidental owing to a short character of our. presence in (F).-24- The wall-charts comprise informations on conju- gations, verbs and so on, which appears as very traditional. The teacher points to them occasionally to attract the atten~ tion of the students. Is the students'position different from what it could have been if some other method were employed 7? What is their specific contribution ? Few experiments had been conducted to consider — this variable separately. They do not seem to draw a conclu- sion on a specific effect existing (no significant differen- ces connected with the presence or absence of the wall-clarts, other elements of the context being unchanged) . From a simple point of view of observation, the wall-charts in question do not seem to differ from those that can be seen in several other classrooms. (On the contra- ry, we shall note a great importance of wall-charts in prima~ ry education). : §: Pedagogical procedures employed independently by other methods and regrouped uggestolesy : 1 - Group effects + in reality, this is a work in group, performed on two levels On one hand, a group of 12 in- dividuals concentrating on a specific goal : the acquisition of a language. The efficiency of the task-group procedures is well known. (See, in particular, the UNESCO publication on groups). On the other hand, 12 individuals revealing a new \ ddentity, a new biography. On this second level, the functio- ning of the group {s based on therapeutic, or r6le-playing grounds. It is known that this type of interaction "hidden" in the personality is favorable to the lifting of inhibitions, and to the establishment and maintaining of communications. From this aspect, the utilization of this procedure is en- Remark : within the framework of other methods, a student is also given a new identity, new adiress , etc in the direction of studie line. But, it is always a didactic exercise that is concerned.~25- In suggestopedy, the "personage" is covered du- ring the session, and it is under this covering that the student, during a one month. period, will express himself, will be pleasantly beha- ving, or agressive, etc... 2- jtimuli of the communication. A certain number of “gam is intended to bring about the wanted ex- changes, to put them into rhythm, to ritualize them. Remark : this sort of procedures is frequently employed in reeducation or therapy groups, wor- king to facilitate the communication. We will consider some of them in this report : + Techniques of mutual introduction (A intro- duces himself to B). + Techniques of introducing the other (A intro- duces B to the group). = Games of verbal interactions, accompanied by a movement towards the other (throwing a ball, while asking a qu = Collective games in several or one group. ~ Rhythmed games (clapping of hands, etc my, SC...). None of these games is repeated, they all are evidently motivating for the students. ~ Learning of well-known songs, most frequently having a strong emotional connotation. 3 - str ercices. They are employed careful- ly, in order to avoid a loss of interest. Remarks : the observer is striken by the skilful- ness of the guiding professor (the method has an entirely guiding -directive, as opposed to “non- directive" or to “Liberal” kinds of teaching- character), who succeeds in harmony with the group, to maintain the interest, to increase the motivation, and to make understand the group and individual students, the pleasure of learning= 26 - and its immediate utility. As a consequence, the students learn “..4 pleasure ; the skillsand pe~ sonality of the teacher are important ; they are always important, but even more in this method. The above characteristic (skilfulness} of the teackers seems to be of the utmots importance for the techni- que of their profession and for the nature of inter-persona> relations established with the students. 1.4 - Results. : S . Have tha students actually acquired, learned, the whole of the material presented to them ? It is impossible to give a positive answer to this question at the end of a three week observation. We in- sist, however, on this;not being interpreted as a critisism. But, as we had already pointed out, the only observable phe- nomena are, on one hand, ‘that what “che teacher presents to the students ; on the other, that what is actually utilised by the students. Tt is mainly the students’ performance that is being considered. Nothing proves that what they have lear- ned corresponds to the whole of the material which had been Proposed to them. Objectively viewing what has been observed, the rapporteur suggest following propositions. concerning perfor- mances of the stud2nts : : a) the studencs seemed to have acquired a part of the material (some of them an important part). b). Tha acquired material 1s immediately dispo- mible and is actually used in communication. Doctor Lozanov's method focuses on the hypermne- sia. One could perhaps try to examine it in a more precise manner as it had been suggested in reference to the tests. What strikes the most, however, is a disponibility of utili-~ . sation of the acquired knowledges, even the partial ones.- 27 As we have pointed out to Doctor Lozanov, we are dealing here with a synergical effect, resulting from the combining of positive elements, employed separately most of the tine. In any case, efter three weeks, the majority of students are able to express themselves on a given topic, wi thin a large range of vocatulary, with, for some of them; a genuine possibility of flexibility of the expression. It should be recommended to take real measures of different types of competence, at the end of the cycle. A short duration of our fact-finding visits to other courses . (8, - F- 3) dees uot permit to give more detailed informa- tion. Everywhere, the essential point of the procedure is the sare : - sam2 type of handbook, bi-parted into the fo- reign language to be learned and the bulgarian, - sam2 overall structure of activities, with ereative choice of the t chers, - sam? integration of students in characters described and “diracted" by the handbook. 1.5 = Complementary observations : we have had the opportunity to meet a woman student ten months after the french cycle had bzen terminated. The interview, conducted in french,har been registered and is encicsed in the appen- dix of thir report. IN CANADA A short report on two interviews : 2.1 + Ottawa : G. Racle - in charge of suggestopedical training. Suggestovedy is one of the methods employed by the Committee of Public.Function, in teaching French to the En- glish speaking Federal Officials. The procedure essentially= 28 - follows the concepts and principles experimented on in Sofia, with the following modifications : - 2.11 = the persons under instruction participate in 4 con- secutive courses (duration of the course - 5 weeks), with an interval of one or several weeks. . The officials having affull-time participation attend the courses in the morning and the afternoon activities "of im- mersion", consisting of, for instance : visits guided in_ french, reports on a french journal articles, preparation in ‘. group of a "presentation". 2.12 - The contents have been modified in respect to the Cmadian context, in order to be of a direct use. 2.13 - The conc2rts have been partially changed. According to G. Racle, they have an unquestionnable olacebo effect. In “other respects, the music would have an influence on the right _ hemisphere of the brain, the left one remaining available for learning. Remark : there will be no comnents on this par- ticular point, since the author of the report has no competence in the field of psycho-physiology. 2.14 - The r6le-playing 1s being considered as having a very positive effect. 2.15 ~ The teacher and the students are satisfied. ‘ 2,16 - Evaluation. have Feen made by the Ministry (they de- cide, together with ‘some other criteria, on, the promotion of the officials). There 1s no significative ¢ifference for the knowledge, bet~ ween suggestopedy and other methods. Suggestopedy, however, 4s very much superior on a non-standardised conversational test. 1 2.2 = Montreal: Interview with ‘irs Pouliot '*), in charge (1) This interview took place during a Congress of Applied Linguistics,held in Montreal, where we contacted the person ir charge with the tmining of bilingual federal officials.of training of Ministry officials. (Mrs Pouliot is responsi- ble for the department of the Ministry where the trained of- ficials work after completing the course). 2.21 - Four training procedures exist jointly. An orienta tion Service guides the person under instruction, in view of the results of a sat of tests, (MLAT-PIMSLEUR-qualifiying tests in the second language), and an interview. The student whose granmatical performance in their native language ts not satisfactory, are directed to follow a !slower” method. 2.22 - The suggestopedical training diminishes significan- tly the time of learning. The instructed persons express ther selves without inhibition end are satisfied with the trai- ning. An insufficient knowledge of the phonetics and grammar is noted, which is being compensated by a three weeks to one month training course with an intense drill in phonetics and grammar, after the end of suggestopedical courses. IN PARIS Main characteristics can be marked, in the light of the interview with F. Saferis : . - The method is very satisfactory for the teacher and students as well. - The persons under instruction communicate among themselves and express themselves freely. ~ More precise measures have to be taken. - The method's optimal efficiency is seen in the case of “false beginners". - The method siould be widened. It will be a subject of more thorough studies ; for the time being, the way it is applied seems very similar to the bulgarian pattern, and gi- vas satisfactory results.= 30 - atatepatetetetetate Notification In order to maintain a clarity of the repart, we shall deal with all data concerning the learning of langua~ ges by cdults with the inclusion of comments and suggestions, before exposing ths facts related to the elementary level, Besides the reason of clarity, this procedure seems to be a right one as regards : considerable differences among other procedures that have been put in practice ; discussed problems, and conditions of its applicability. Naturally, a necessary repetition of certain points may occur. . 4° Applicability. It 4s important that we stress from the begin- ning a posizive character of DGL's method in some cases of learning of foreign languages by adolescents and adults. In’ fact : = It induces good relations and a confidence in sub- ject's own possibilities. Thus, it enables the elimination of inhibitions, and is very acvantageous to the_commurnication. In this light, the method appears as particularly adjusted ‘in the fields where the cormunication nlays an important ré- le. For instance ; it 1s desirabld'to have a perfect knowledge of a language and"to use it perfectly in a conver- sation. We will say that the most current methods give pre- ference to the learning and stocking of knowledge) ;pGL's me- thod promotes the flexibility and mobility in the recall and utilisation of the knowledge{2) = The method seems very motivating in learning of languages. 4-1 - In this regard, it should be very efficient in the-31- case of “false beginners”. In fact, the latter have already certain knowledge which lack however a solid base, a mobility, which makes them scar- cely available. The question, in the case of “false beginners” is . that of acquiring new knowledges, but also, that of rendering available, and utilizable, the insufficient and iAsufficien- tly exploited former knowledges. _ Therefore, an experience as a participant in a work- group good inter-personal relations, and the manner of dcqui- ring a self-confidence by the students as it is being reali- sed in DGL's metho’ have a very positive impact. ~ It should be noted that the term of “false begin- ners" in the acquisition of a language involves a very large number of cases. We can cite for instance : 4.11-Persons having no contact during few years (some- times for several years) with a foreign language learned when they were a child by a “school method", without a real motivation. 4.12-The persons who had learned, on the occasion of their sejourn abroad, a certain number of verbal expressions which have never been systematized. 4.13-Newly arrived immigrants confronted an every day omipresent existence of a language, in extremely negative conditions of stress. A method such as DGL's could permit them to accomplish a better adaptation by providing the means to eliminate their inhibitions. 4.14-Teenagers taking at present a foreign language course ("immersion"method) who do not betray a fluent and ous command of the, language, couid profit from the Boi method owing to ics already mentioned effects on the commu- nication. 4.15-The acquisition of a large, specialized vocabula- ry which can be put in a direct use (specialists, technicians etc... who need to intervene in a language which they hardly-32- and badly know). A training course of one month, activating and developing their anterior knowledge of the language, should give them the possibility to express themselves free- ly: 4.2 = We would like to try to suggest the application of the method in a more extended way, for this would enable {on the base of a precise plan of experiment) far reaching controls of the efficiency of different variables and of a long duration efficiency, properly speaking (the only sys- tematic long term control exists presently in Canada). Such an experiment, if under control, should Provide the grounds for the evaluation of the method's signi- ficance for real beginners At the time being, nothing that we have seen during the courses or the interviews enables us to make such an evaluation. be examined carefully. Two hypothesis should be taken into account ; 1 - The "concert" part is meant to create a state of both : receptivity and relaxation, in the subject. In diffe- rent cultures, this state could he solicited through a dif- ferent type of music, or, eventually, a different procedure. (the music 2f BEETHOVEN or VIVALDI can surorise in certain cultures) . . In some of his texts, DGL considers that this is the way to obtain an effect (mostly a “placebo” effect) which could be generally accepted. Does this concept of acceptabi-" lity reach beyonia certain cultural community ? 2 - As provosed by DGL in his other writings, the discussed effect is specific for this music (and even of so- me strictly chosen and experimented musical works). This is a physiologically controlable effect, regardless the identi- ty of the subjects. In this view, valuable experiments, conducted in cther cultures should easily prove this point.In the @inion of the author, the question concerned here is that of a placebo effect, related to the concept of experimental participation, of the prestige of research, and the classic music. It would be indicated to determine this effect, even- tually, under other forms existing in other cultures. 4.4 = The cost of an extended application of the method seems relatively moderate. The essential problem is the tiai- ning of teachers. In addition to a technical tzaining (recom- mended in any case for all teachers of languages), this me- thod requires an extra instruction, on te level of human re- lations and on that of group procedures. Eventuslly, a psycho- therapeutic preparation could be advised to some persons. The fact that the teacher deals with adults could re- duce, to a certain extent, the risks to which students are exposed while being tought by teachers having no sufficient psychological preparation. This question, however, 1s of a vital importance in case of children: students, and we shall revert to it in the Part of the report dealing with primary education. 5 = List of problems. (N.B.) 5.1- A theoritical quality of some concepts should be examined with attention (for instance : concept of infantilization). 5.2+ How can be demonstrated the exact ratio (which seems to be asserted by the method) of the quantity of proposed material and that which had really been acquired by the student a a session ? 5.3+ Is the concept of “hypermnesia” the only one capable of ex- plaining the calue of learning ? WB.) Since theoretical problems do not really refer to spe- cific levels of education, they will be considered in the last part of the report.5.4 55 -34- The efficiency of a large volume of provided material, even if not totally absorbed, can be explained by other facts than its immediate retention: The exercises of the following days gem very ef~- ficient, owing to their varying character, which eliminates monotony. This variety is connected with the volume. The sub- jects can do their exercises because they are confronted with a vast volume of material. This does not imply an imme- diate memorization of the material (Students have the two lan- languages booklet in hands, when.doing such exercises). - What is, in a more general manner, the efficacity of the different means put in use ? - The problem of the evaluation of the students’ knowledge on the beginning and at the end of the course should be exa~ mined thoroughly. (From our standpoint, this is the essential “ problem). 5.6 5.7 - It ts difficult to make an evaluation of a method as a who~ le without having a sufficient evaluation of the results, As it had been stated in the chapter on the results, and confir- med during the interview with F. Saferis, the problem of . means of linguistic evaluation remains to be solved. - Can the method be viewed as entirely specific ? As it was said in the paragraph "procedures" some elements are speci-~ fic for the method, the majority, however, exist in other me~ thods. ‘ The originality of the method relies on the joint existence of these two types of elements. The above is not a critical remirk : one has perfectly right, from a pedagogical point of view, to assemble the best elements. > Aecording to the method itself, its azecific character is ownei basically to the theory. As previously stated, it seans difficult in the present state of things, to decide upon theoretical value such as it exists in the method. Remark t since the rapporteur has been asked to present a list of problems, she is necessarily through to stress the difficult points. on the-35 - other hand, the rapporteur, would simply like to point out that as concerns the teaching of foreign languages to adults (allmost of them having a high cultural and intellectual level and, it should be mentioned, not being real beginners), She was present at pleasant courses where the existence of an agreable at- mosphere and warm relations between persons-we- xe evident, wrere the teachers and students take pleasure in learning and obtain good results.= 36 - TITLE Ii. saeweeeeeneems t=finding and results on the level of primary education. We had undertaken a follow-up of three weeks classes on the first level of the dementary cycle in the school Yourd Gagarin. At ‘the same time, we made pin-point visits to classes of the same level in the school Gagarin ; to “witnes el. "in Sofia’ to experimental and Witness classes’ in country schools, in the region of Plovdiv (some pupils of th latter schools come from Turkish and Tzigane linguistic mino * eities). 1 - Experimental class (follow-up). The-class comprises 37 children. 30 are 7 years old when entering the class (in the bulgarian school system, the elementary school attendance begins at the age of 7). Children’s sthool experience, prior to this class can be of two kinds : %- a pre-elementary school (kindergarten) from the age of three.or more. . 6 4 the child did not attend the kindergarten, it has to follow, between the age of 6 and 7, a so-called “preparatory” class, in view of the child's subsequent en- trance in the elementary school. The program of the prepa- ratory class does’ not contain learning of reading. 1.2 - Reading tests : on first day of classes, chil- dren are presented.with the first :two lines of a handbook of reading, normally. employed on second level. (p.42 a phowstat ts included in the annex of this report). If the child can- 8 asked to name some letters jas far as we ii a, de a could notice, being a part of words).-J7- In respect to this criterium, the results are as follows + - fluent reading +5 - reading in syllables 1 6 = knowledge of all the letters : 19 = knowledge of separate letters : 6 - no knowledge : Remark : when traditional regroupments are~ap- plied for the beginners in-reading, the follo- wing results are obtained : = can read, at least in syllabes: 11 - knowledge of all the letters, without however, capability of integrating them 219 ~ no knowledge (or a very miniml one) of letters : 7 Matheny atic tests : on first day of classes, all the children can count up to 20 ; 80 % (31) have knowledge of odd and even numbers ; 57 & (21) are able to perform at least three or four operations of mental calculus without re- tention ; 20 % (7) can addition and subtract the figures with retention, 1.3 - Mathematic. 1.4 - Writing tests : 66 8 (25) children can trace down all printed letters ; 2 Pupils can also write in regu- lar characcers. Summary : the starting level is highly dissimi- lar. For some children, the knowledge of wading is relative- ly advanced. The test of reading seems little adjusted. Material in use. 2.1 - Besides traditional work material (board, magnetic board), the class has the use of retroprojector. 2.2 + However, the wall-hangings representing an object or a person with their names labelled, are considered as characteristic of this method ; (the first letter of the mme-38- 4s also indicated on the drawing representing a thing or a person). (Photographies of the material are included in the appendix of this report). * 2.3 - A handbook of reading, containing the effects of figure/background contrasts (page in colour followed by a pa- : ge where the pictures are in grey, accompanied by a very : perceptible text}. 3 - Procedures. - 3.1 - Children are being persuaded by the teacher from the first day, that they will very soon be able to read fluently. 3.2.- They are presented with a large handbook, containing codes and symbols refferring’to : reading, calculus and music in view of the topic of a day. This topic will be presented to the children during a T.V. broadcast. 3:3°- Starting from the second day of classes, the teacher narra- tes a story, employing the names written on the wall-hangings. The children are supposed to jdenjify them. Many children are eager to answer. 3.4 = During the exercises in group consisting of speaking aloud, approximately half of the group answer, 3.5 = Remarks -l *.. Viewed from the stri¢tly observational ii point, this method resembles a"glotal method’ 'ac- cording-to DGL, the difference between the two lies in the fact that the children learn, at the same time, the-entire word and its first letter. To cur recognition, it is a sensitive amelioration ef the global method that is concerned here, espe- cially when (see preceding page), almost all of the children have already a knowledge of letters. - The bulgarian language, which had undergone a reform on ortograph bears a very important charac- teristic : the absolute correspondence of phonems and graphems. The influence of this fact on faci- litating the learning of reading is obvious. Ror : "all-word"method.-39- We shall discuss this point in the context of problems. 3.6 - The nature of the teacher-pupils relations is special : the discussed class (a traditionnel one) is directive but the manner of the directivity is a very flexible one. The diffe rence stands out even better when a comparison is made with “witness classes", characterized by a rigid line of guiding procedure, of directivity. - The atmosphere 1s pleasant, a complete absence of negative- reinforcements is noted. 1 - The child as well as the teacher realise the phenomenon of living a scientifique experience. 3.7 - All ofr.the subject matters are "integrated" within the co- herent and pleasant narratives. Esthetic aspects of high quality are glways present. 3.8 = Pedagogical and relationship-involving qualities of the teachers are quiet remarkable. . 3.9 - Numerous exercises incite a collective response of a group- class. Some children (as far as we have noticed, always the game ones) do not respond. * During individual oral exercises the teacher “lets speak the volunteers but sometimes, she questions other children, too. 3.10 = In mathematics : . The exercises are always very € utilised with a great suppie- ness. The esthetic quality of presented materials as well as their simplicity, 1s remarkable. We witnessed the teaching of first numbers wi- thin the concept of "bigger" and "smaller", and of their sym- bols (> and <_) as well ; the teaching of concepts of the-.40,- whole and those of the partial whole!) ; of notions of odd and even numbers ; of addition and substraction up to 20. Let us remind here that all the children know already the numbers up to 20, as well as some other notions (see tests in mathematics below). Nevertheless, it is absolutely true that progress is very zapid. 4 - Interviews. We did not have a chance to witness the after- noon activities. Mandatory courses in school stop at noon. But most of children (perhaps all of them) participate in afternoon activities. 4.1 "prom ne interviews with the pedagogical team we concluded that children can freely decide on the choice of the activities for which they want to register. Thes ac- tivities are of cultural nature (music - danse - drawing, and so on), of: linguistic nature (course of russian) ‘2) called cf “p: There are, however, dagogical aid” since we do not know their name's equivalent in bulgarian, where children that cannot follow well a cour- se can practice in afternoons. All children participating in these groups are volunteers, as affirms DGL. some group which we hav group whi has 5 4.2 - Specific difficulties in reading and spelling. "Legasthenia" (dyslexie) represents approximately no more ithan 2% to 3 8 of the effectives. In view of the fact that _.)4t represents at least 10 % of the effectives everywhere whe- .¥e statistical research has been conducted, the question should be asced whether this result should be attributed to the method, and/or to the bulgarian language particularities.? We shall return to this point in the context of problems. TW) ensemble” theory. QS"T years of J"7 "years old children register for the course of russian. Are they really volunteers ? Are they not influenced by their family choice ?§ - The results. 5.1 -*In reading. 5.2 After three weeks of learning, some of the children read well (would they be the ones with a prior at least partial knowledge of reading 7). It is remembered that this was the case of eleven children. During the group rea- ding exercises, one/four of the children cannot follow the text. We asked three children, not voluntaries, but designa- ted by our choice, to read : one could read fluently short sentences ; another one had difficulties ; a little girl was not able to read any sentence, but she could identify the names written under the pictures. We will cite what DGL has declared during an interview : "At the end of January, they all can read. Those, who were behind in reading, caught up with the others, while in other classes only the best pupils could read at the end of same period". We are ready to agree on this point. In_mathematics. After three weeks, the children have learned the odd and even numbers, they can write all the numbers (see entrance tests). Morecver, they are more or lese familiar with the concepts { and >. They can sum up and substract up to 99, : The difference, in comparison to witness-clas- ses appears important. 6 = Additional observations. 6.1 - Audio-visual presentations. We could be present at two T.V. presentations : 6.11 - The first one recalled all data on the to- pie of “the day” contained in voluminous handbook the chil- dren looked over during the first day. The presentation is lively and of a high esthetic quaiity. The little shows are apparently attracting attention of majority of children ; so- me of them are interested by other things, or look elsewhere but on whole they are attentive.6.2- -42- 6.12 = The second presentation on T.v. (opera on mathematics) was seen outside of the school context. It had A good technical level. The singers and ballet-dancers of Bulgarian Opera were obviously excellent. Pedagogical con- cepts (numbers - substraction - addition) were well illustra- ted as reyards their integration in the tales. But the gene- ral line of argument seemed to us a little too complicated for youn; children (for instance : the narrator is shown du- ring three periods of his life presented on the levels : of reality, fiction and thoughts and dreams forming a second-1e- . vel of fiction). The play 18, fifty minutes long, but we could not watch) the children during the show. To our recognition (a strictly sujbective one) the text could be better if simplified. Certain highly desired principles are respec- ted (such as the abserce of didactismé integration of a se~ quence of information within the esthetic context). What is the actual significance of the opera in learning ? We cannot decide 01) this point. Classes in the country. . Visits had been undertaken to country schools (experimental and conventional schools) in the region of Plovdiv. The ponctual character of the visits does not allow to mak2 a real evaluation. It could be observed, how- ever, that : = the planification of school progression is definitely identical (with a one-day difference, for techni- cal reasons). - The formation of the teacher is as stressed upon as it is in Sofia in respect to the pedagogical and ca- pacity level in establing and maintaining of stimulating and warm relations between persons. Our previous opinion was confirmed as to a directive charac- ter of the metiind (as opposed to a non-directive or a liberal, active-class, method), but the guiding is applied with= 43- flexibility. ‘he skill and relation-creating qualities of the teacher are preponderant. 6.3 -Visits to classes of othe: levels of elementary teaching. These necessarily pin-point visits, are interes- ting on a documentary level but cannot provide a support on the scientific level (for instance : it is impossible to jud- ge of a progress made by children, on the base of one visit observation). 7- The suthor of the report would like to suggest the following qonelusions: “7,1 =The discussed, pedagogical method, is partially original, It is based on stimulation. A constant renewal of the exercises maintain the high level of motivation. The children learn with pleasure -they learn faster than other children. The lack of more precise results does’ not allow the measurement, of the amount of gained time and competence. 7.2 -In present state of things, the author.does mt think possible to affirm a qualitatively different character of this type of learning as compared to that of a good. Acti- ve Pedagogy. On the contrary, the overall atmosphere in the class, the agreable character of teaching, the warmth of in- terpersonal relations, render the class considerably diffe- rent as opposed to witness-classes. | 8 - List of probiems : On elementary levels : &.i-tiaking sure of the nature and intensity of the obtained e: fects (for instance : did the children being able to read after a one-month course have a previous, even a partial, Ti) We would Tike to underline a solid preparation of teachers in the field of pedagogical techniques in witness-classes. They are well formed technicians in teaching. The difference hesizs different pedagogical means) exists essentially on the level of relational attitude.-44- knowledge of reading ?). 8.2 - The problem of the specific character of the method tea- ching the word and the lettec at the same time. This pro~ plom can be resolved only when working with the subjects who do not know. the letters as yet (this is the case of almost the primary class-pupils). 8.3 - The problem of tests has two levels : a) tests controlling the knowledge. It has been already “mentioned that the tests in use seem to be summary. b) tests determining intellectual level of performances (sucha as reasoning, etc...), should be examined with attention. 8.4 - A great number of variables are simultaneously involved. Which one is efficient ?' for instance! It is recognized, that the absence of negative reinforcement, the teacher's confidence in pupils'capacities, and stidents' confidence in their own capacities, result in an improvement of their performances. (cf. the studies of "Pygmalion effect"), ‘1 8.5 - How can one be sure to attain directly the para-conscious with applied means (wall-hangings, music, etc...). In or= der to renow it, on should accept to isolate and study + those variables outside their context. The problem of dyslexy : a diminished percentage of dys- lexie persons as opposed to many other countries, could be connected with a double question : - exact correspondence between graphems and phonems (al- ready mentioned) necessarily diminishes the problems in learning and, at the same time, it enables the children having no particular difficuities to learn much faster. _ 8.6 ~ But also + it is known that a considerable number of Ti) The “Pygmalion effect", referring basically to the works of Rosenthal. Creation in teacher, of a positive belief in students'capacity has a positive influence on students 'beha~ viour and their school performance.8.7 - 8.9 = - 45 - dyslexic and dysrothographic troubles are of psycho- affective origin. This type of interpersonal relations within the method (its psycho-prophylactics effects) also reduces the risks. The training of teachers. A paycho-therapeutic formation is necessary (DGL). From the rapporteur's point of view, the nature of the established relation is of basic impor~ tance. We think that a rigid teacher willingly or unvo- luntarily negative in his reinforcements, will cause the failure of the method | Moreover, in regard to the rapi- dity of the progression in the method, the "fall-out" of some pupils might have very serious consequences. Important problems prior to the extension of method issue from the two Points considered above. Is not the great difference existing in other languages (english and french) between phonems and graphems, a ra- dical contra-indication for this type of learning ? The necessary psycho-therapeutic training of teachers (there is no suggestopedy without psycho-therapeutic for- mation) arises an important question of eventua), indivi- dual resistance and even more, a question of cost. © Initial Formation. The duration of such a formation varies considerably and ig directly connected with a psycho-af fective state of the person undergoing it. If used on a large scale, such a formation would radically modify (per- haps in a positive manner), the basic foundations ac- tually existing in most of the school systems. The cost of the procedure would be very high. B- Formation continued in professional exercise. Independently of technical problems of the service formation (inherent in all the achool syst maintaining of the quality of relationship relies on @ regular repetition of the training.46 = 8.10 - A theoretical question arises on both, adult teaching and elementary teaching level, connected with its re- ference to the method itself, Even if the results are considered as very positive, can this demonstrate the “justness" of the theory ? This point 1s questionnable. The theory reposes on the fact of an unlimited charac- ter of learning capacities. This point has absolutely not been proved. . - “Let us remind that + if the facts (here : the amount of the learned material) are in contradiction with the theory, this theory should be rejected. If the facts follow the line of the theory, they demonstrate that the theory is compatible with them, that it can be just, but that it is not necessarily the case. If a hypothesis is accepted, of a possible and organi- zed utilisation of the para-conscious for the purpose of learning, how can it be’ proved that it is really being utilized 7 9 - Applicability. Tt should be stressed that the fact of chil- dren learning with pleasure is not a very frequent phenome- non. 9.1 = Even though we cannot (as it was said) decide upon an “entirely new" character of the method in which we found a certain number of elements used elsewhere, it com- prises ‘some, more or less, original points permitting the adoption of the systeme, on certain conditions : - + the method should be applicable in strongly traditional school sysrems (which is the case of witness- schools in Sofia). - It can also be applicable in school systems in the process of establishment or development : it requires @ modest amount of material which can be obtained from local-47- sources. Thus, all positive elements of the effects of “novelty” could be employed, without a basic questioning of some forms of active pedagogy which had already been established. 9.2 - However, some important reservations should be made : Actually, in the two cases cited above, two conditions appear to us as necessary : 1. Condition of technical-pedagogical nature. There will not be a possibility of extension if the value of the @ccelerated and improved) “all-word" method set forth by Doctor Lozanov is not experimented in learning of reading in languages, wo contdin omplex’graphems. This point is a crucial one. 2. Psycho-prophylactic condition. Psycho-therapeutic formation of teachers is the key-concept of the method. Suggestopedy is non-exis- tant without psycho-therapeutics. Therefore, in the present state of things, it is impossible to an immediate extension on elementary level.(because of both : cost of initial pre- paration and cost of in-service formation). - This problem has less importance in respect to adults, as it has been said in reference to the learning of foreign languages by adults. Thus, a cautiously applied extension can be tempted in the field of learning with adults. 10 - SUGGESTI\ ys. 10.1 = On elem ary levels . Organisation (under the sponsorship of UNESCO), on a relatively restricted scale, of controlled a periments to be conducted in other socio-cultural contexts which could allow the testing of different variables. At the same time, some “sensationalising"” ru- mours should be contradicted, for which DGL bears absolute- ly no responsability.- 43 = . An experiment (equally limited) could be conducted with a group of children within a method in which the learning of reading begins earlier, without a prior preparation. ‘!) « The efficiency of the method in languages displaying a complex graphisme should be tested on limited groups. 10.2 = In other fi in concern to adults. A several attempts could be made in other do- mains. tt . So-called “outside of school" education of adults. For instance : hygiene and home-management courses for African women (with the assistance of instructors. and mass-media). Reutilisation of obsolete or hardly used knowledges. For instance : a modified formation of techni- G against the existence of obsoi in “permanent training". . Generaly speaking, all trainings based on theoretical learning for adults already in charge of a pro- fession. One is indeed aware of the inhibition learning oc= curing in adults, induced by fear of incapability to learn. Since the method seems to obtain some results in the reactivation of old knowledges and in eleminating in- hibitions concerning learning, this is the field where it could be utilised the most. Ty) ina nursery bording school, three to four years old children are presented with wall-hanging. They learn to reo- gnise the drawings as well as their “label”. Nothing, how- ever, permits to conclude that they learn to read-LIST OF ANNEXES = Interview of a girl-student conducted in french. = List of professions of the 12 students of the course (A). - Photostat of the page 42 of the handbook of rea- ding. . (test of basic level of reading). = Test of basic level in calculus. = An exammle of -vall hangings. atebetetatedeteANNEXI Interview with a former girl-student of a french course.- The interview took place at the beginning of October. The course itself has been terminated since ten months. One will notice the high cultural level of the student as well as the' interest she expressed in the continuation of lear- ning french. It will also be observed that at ‘he time of the questio- ning the student has just registered for a course of ita- lian. Prior to the french course mentioned above, she had a knowledge besides bulgarian, of russian and english. Ie s- Ie s- Il y a combien de temps que vous avez terminé votre cours de frangais 7 Presque dix mois. ” Et depuis est-ce que vous avez eu l'occasion de parler Heu... comme dire... heu... J'ai beaucoup travaillé et maintenant, en aott, j'ai le possibilitéde parler en francais seulement, and, de temps en.tenps, j'ai parlé avec mon mari qui a pris le cours avec moi. Mais... c'est pas... le plus bon ce que je peux faire de par- ler avec un coursiste comme moi. Je préfére de parler un vrai francais... mais je n'ai pas de possiblités. Je ne pas le temps de pratique. En aot, vous avez parlé avec des Francais 7 Oud, avec des Frangais. J'ai été dans la, a Mer Noire 41 y avait un compStition de chasse so ‘ il y avait des. et chasseurs. J’ai parlé avec lui, pas beauccup mais... ctest tout ce que je peux vous dire. + gargons Frangais qui sont plongeurs Wo s- Interviewer, StudentI - Et vous avez lu quelques livres en frangais ? S - Seulement deux... deux livres. Un roman de Georges Simenon. Sans vocabulaire, je n'ai pas compris tous les mots mais... heu... les... le sujet... j'ai com- pris absolument. Aprés, j'ai lite une livre de Anatole France. C'est plus difficile bien sQr que Simenon, mais j'ai li... heu... j'ai lu cette livre sans voca- bulaire aussi. Pour pratiquer le sens le sens de - . langue. Vous me comprenez ? ” ‘ Tras bien, je vous comprendktrés bier. Soyez sans in- quidtude. Quelle est votre profession? S ~ Je suis architecte. I Vous tes architecte, C'est-a-dire en quoi consiste exactement votre métier ? 3 - Je m'occupe... heu... de le conservation de monuments de l'srchitecture bulgare ancien. Et maintenant je me prépare d'aller au Rome pour spécialiser conservation dans centre’ de conservation. .Professions of 12 students of the course of english (A,). 1. Physicist. 2. Student at the Academy of Fine Arts 3. Architect. 4. Actrice. 5. Student at the Superior Institute of Electronics. 6. Veterinary surgeon. 7. Student at the Superior Institute of Electronics 8. Student at the Superior Institute of Electronics. 9. Professor at the Higher Pedagogical School of Music. 10. Radio engineer. 11. Chemistry engineer. 12, Radio engineer Students and professionnally working persons are partially liberated from their activities when taking courses in the Institute. In the case of working persons, at least, the registering from courses is connected with a professional necessity (for instance : the necessity to follow an instruc~ tion course abroad). .ANNEX III Test on reading classifying the children on the first day of classes. (Page 42 of the handbook for second year, first two lines). NYENUUMTE Usrpa tonazo caine. Xu.pan pagsoctHH ADUH Hag Kowepute. Cr6yan ce Hait-pano6yaznata nuena. Ta npoterxa kpauka. Pastapka ounuKn. Pastaopy KPHANa 1 W313 NaBH. . Caaavk ADLX NObXHA NNeNHUAaTa. Ta Tpenva C Kpiife HW 3an8 OT palocT: — 32H, 30H, 3bu!... Cannnte indHam!... Nyeanuata XBPBKHA H3 PH3AYXA. Cnetna Ha cabH- ueTO KaTO 3.1aTHA HBA I aa6ppmua KbM mosieTO. Crea Maako ce BLpHa. Beme omasia or npec- Hi@ 2bxX Ha WeHamite cauBH. HagnuKHa pamocTHO B Kowepa H 3a6pbMua: — Y, cranaiite, map cpnanpKu!.., Cranete aa suante! Cannnte wopnaan!... Taa pect ce pasnece n3 Kowepa. Cxopo nue- ANTE ONICTHXA. NHNAAATA CH. Ymuxa o4nuKite cH. Pasnepuxa KpHaua 1 OppaHaxa weceno. JlitHaxa * HaBbDH KbM WbipHanHnTe canBH Aa CBOnpaT caagDK cok 4 Mpaureu. Eann Meann TATAHKA To Hiwata, no noasta, £ A & ey peo te wndraT unerata, i a BS ct) pny ne Gapa i wy As cH XBLpKa Wh CBONpa ’ s OT unetenue — Pa? Gy, no upamenue, * Pays OT JexHYKa — NO ADKHUKA. Llo e To? 42ANNEX IV Mathematic'’s test on the first day of classes. 341s "64868 4-ls 18-9 = 6+38 . Ian 9-68 1245 = one con eee Be ST onthe Opt fag of Ye AOBEU