Fringe Methods
An Overview
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 of
dialogue
At the beginning of the session, all conversation stops for a minute or two, and the teacher listens to
the music coming from a tape-recorder. He waits and listens to several passages in order to enter into
the mood of the music and then begins to read or recite the new text, his voice modulated in harmony
with the musical phrases. The students follow the text in their text-books where each lesson is translated
into the mother tongue. Between the first and second part of the concert, there are several minutes of
solemn 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 and
some 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 teachers reading. At the end, the students silently leave
the room. They are not told to do any homework on the lesson they have just had except for reading it
cursorily once before going to bed and again before getting up in the morning. (Lozanov, 1978: 272)
The Silent Way
Developed by Caleb Gattegno
Learning is facilitated if the learner discovers or creates rather than remembers or
repeats (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 encouraging
and shaping student oral resoonse without direct oral instruction from or
unnecessary modelling by the teacher. Learners are expected to develop
independence, autonomy, and responsibility. The absence of explanations requires
learners to make generalisations, come to their own conclusions, and formulate
whatever rules they themselves feel they need. Learners have only themselves as
individuals and the group to rely on, and so must learn to work cooperatively rather
than competitively. They need to feel comfortable both correcting one another and
being corrected by one another. (Richards and Rogers, 2001)
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 withpsychological counselling. They must
resist the pressure to teach in the traditional sensesThe
teacher must operate without traditional materials, depending on
student topics to shape and motivate the class. (Richards and
Rogers, 2001)
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 the
use 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)
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 as
reflects, our experience of the worldThe 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)
Today: An Eclectic
Approach?
How did you find the exercises in todays session?
Have you ever used elements of these fringe
methods in your lessons?
How could you incorporate elements of these
methods into your lessons? With a partner, think of
one exercise you could use for each method.
What are the advantages and disadvantages of
each method? Make a list with your partner.
Pros and Cons:
Suggestopedia
Advantages
Disadvantages
Lowers affective filter
Esther Thomas 2015, adapted from an unknown source
Pros and Cons:
The Silent Way
Advantages
Disadvantages
Encourages collaborative learning
Esther Thomas 2015, adapted from an unknown source
Pros and Cons: CLL
Advantages
Disadvantages
Includes outside experiences
Esther Thomas 2015, adapted from an unknown source
Pros and Cons: TPR
Advantages
Disadvantages
Caters to kinaesthetic learners
Esther Thomas 2015, adapted from an unknown source
Pros and Cons: NLP
Advantages
Disadvantages
Considers learning styles
Esther Thomas 2015, adapted from an unknown source