Fringe Methods

8/19/2019 Fringe Methods

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Fringe MethodsAn Overview


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Suggestopedia

• Developed by George Lozanov in 1978

• Emphasises the affective side of learning (learners learn better when in a relaxed, comfortable state

• Typical features: Comfy seating, parent-child relationship with trainer, dim lighting, music, use ofdialogue

• “At the beginning of the session, all conversation stops for a minute or two, and the teacher listens tothe music coming from a tape-recorder. He waits and listens to several passages in order to enter intothe mood of the music and then begins to read or recite the new text, his voice modulated in harmonywith the musical phrases. The students follow the text in their text-books where each lesson is translatedinto the mother tongue. Between the first and second part of the concert, there are several minutes ofsolemn silence. In some cases, even longer phrases can be given to permit the students to stir a little.Before the beginning of the second part of the concert, there are again several minute of silence andsome phrases of the music are heard again before the teacher begins to read the text. Now the

students close their textbooks and listen to the teacher’s reading. At the end, the students silently leavethe room. They are not told to do any homework on the lesson they have just had except for reading itcursorily once before going to bed and again before getting up in the morning.” (Lozanov, 1978: 272)


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The Silent Way

• Developed by Caleb Gattegno

• Learning is facilitated if the learner discovers or creates rather than remembers orrepeats (learning is problem solving)

• Typical features: Cuisenaire Rods, Fidel Charts, very little modelling from teacher,repetition and encouragement within the group

• “Learning tasks and activities in the Silent Way have the function of encouragingand shaping student oral resoonse without direct oral instruction from orunnecessary modelling by the teacher. Learners are expected to develop

independence, autonomy, and responsibility. The absence of explanations requireslearners to make generalisations, come to their own conclusions, and formulatewhatever rules they themselves feel they need. Learners have only themselves asindividuals and the group to rely on, and so must learn to work cooperatively ratherthan competitively. They need to feel comfortable both correcting one another andbeing corrected by one another.” (Richards and Rogers, 2001)


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Community Language

Learning• Developed by Charles Curran (a counsellor)• Teacher = counsellor, learners = clients

• Typical features: learners sit in circle, whispered translations,group reflections, free conversation

• “CLL places unusual demands on language teachers. They must

be highly proficient and sensitive to nuance in both L1 and L2.

They must be familiar with…psychological counselling. They mustresist the pressure “to teach” in the traditional senses…The

teacher must operate without traditional materials, depending on

student topics to shape and motivate the class.” (Richards and

Rogers, 2001)


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Total Physical Response

• Developed by James Asher in the 70s (who stressed it should

be used alongside other techniques)

•

Reflects a grammar-based view of language taught through theuse of motor skills

• Learners are primarily listeners and performers

• Most typical activity: imperative drill

• “The teacher has the responsibility of providing the best kind of

exposure to language so that the learner can internalise the

basic roles of the target language.” (Richards and Rogers, 2001)


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Neuro-Linguistic

Programming• Developed by Bandler and Grindler in the 70s• NLP is a set of general communication techniques

• Typical features: Guided meditation, reflection, VAKOG activities,awareness-raising of mind and body

• “The neuro part of NLP is concerned with how we experience the

world through our five senses… The linguistic part of NLP is

concerned with the way the language we use shapes, as well asreflects, our experience of the world…The programming part of

NLP is concerned with training ourselves to think, speak, and act

in new and positive ways in order to release our

potential.” (Revell and Norman 1997: 14)


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Today: An Eclectic

Approach?• How did you find the exercises in today’s session?

• Have you ever used elements of these fringe

methods in your lessons?

• How could you incorporate elements of thesemethods into your lessons? With a partner, think of

one exercise you could use for each method.

• What are the advantages and disadvantages ofeach method? Make a list with your partner.


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Pros and Cons:

SuggestopediaAdvantages Disadvantages

Lowers affective filter

Esther Thomas 2015, adapted from an unknown source


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Pros and Cons:

The Silent WayAdvantages Disadvantages

Encourages collaborative learning



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Pros and Cons: CLL

Advantages Disadvantages

Includes outside experiences



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Pros and Cons: TPR


Caters to kinaesthetic learners



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Pros and Cons: NLP


Considers learning styles


Documents

Fringe Methods