Neues Lernen - general information

 

Neues Lernen - a teching method developed in the Principality of Liechtenstein!

 

The NL Kaleidoscope

 

NL Kaleidoscope refers to the cycle based on Dr. Lozanov’s work.  Each of the cycle phases overlap and become a colorful, creative whole.  The key elements of the NL Kaleidoscope are:

Introduction

The first day includes numerous activities. The focus is on:                                          

*team building;

* introducing and explaining the method but only enough to ease their minds and still maintain curiosity;

* dealing with or at least recognizing any self-esteem issues or other basic needs according to Maslow;

* decreasing barriers to learning;

* reducing inhibitions to speak;

* establishing valuable rituals such as PACE (positive, active, clear, and energetic) from Education  

   Kinesiology, a clear signal that a lesson is beginning, relaxation at the end;

* activating as much passive target language as possible;

* creating a positive learning atmosphere.

One special feature of this first introductory lesson is choosing a typical name in the target language,  a new profession, and a country where the target language is spoken. Going through this process also provides a lot of good laughs and shared experiences, which developed a team feeling and a sense of belonging.         

New identities seem to decrease inhibitions about learning a new language, stimulate imagination, introduce and increase vocabulary, and/or reduce the fear of making mistakes.  It is therefore easier for students to express themselves freely and spontaneously, speak more which increases self-confidence, which in turn motivates them to speak even more.

Deciphering

At the end of  this special first day introduction the teacher deciphers approximately ten to fifteen key words, expressions, and concepts from the first dialogue before distributing the text. The word is usually pantomimed either by the teacher or with the assistance of one or more students and/or with the use of props.  The concept is mimed and clearly pronounced by the teacher. The students repeat the word and a card with the deciphered word on it is shown to the students. Each of the new words is decoded in this manner.  The gestures are repeated several times in different sequences with the learners always repeating the word.

As the dialogues are global and therefore longer than average texts, deciphering provides the students with an „ah ha“ experience as well as valuable associations when the dialogue is read to them by the teacher for the first time.  It is reassuring to the students when they realize that they have already learned 15 words.  It also creates curiosity in terms when, how, and where these words might appear in the dialogue.

The Dialogues

Unlike textbooks the dialogues or chapters are distributed one at a time in order to generate and maintain suspense and interest during the course.  After the deciphering the new dialogue is distributed to the students. If the size of the class permits NL teachers perform a little ritual while giving each student the new text . . . like a present.  When possible they are photocopied on colored paper.  A different color is selected for each new dialogue.  So after the completion of several dialogues the students have a rainbow of colors in their binders.  Color stimulates creative parts of the brain.   There is also a cover sheet with an illustration based on the contents of that particular dialogue.  The use UPPER CASE, bold print, underlining, italics as well as different fonts and sizes emphasizes key information.

The dialogues are very global and written in two columns.  The left column contains the target language and the right column the translation.  As the dialogues are quite long when compared to other language teaching textbooks and as the teacher only speaks the target language the translation provides learners with both a clear understanding of the text and a quick reference. 

The father of Accelerative Learning, Dr. Georgi Lozanov, states that information is easier to recall in dialogue form as it’s more compatible with the way the brain functions. Dialogues also provide a wealth of possible learning activities to use during the activation phase of the cycle.  Students can act out the story. The dialogues are usually limited to three or four characters roles so that students can read in small groups and play the role of one of the characters.       

Active Concert

The active concert gives learners a complete overview of the dialogue.  The teacher slowly reads one scene giving participants a chance to read the translation and make notes about pronunciation.  There are approximately three scenes per dialogue. While reading the dialogue the teacher may do movements that correspond to the words thereby increasing the number of links and associations. After reading one scene, about three-five pages, the group reads and acts out the scene in small groups.  Music is played in the background which activates various parts of the brain.  A link is created between the music and text. The learner also has the opportunity to visualize the text internally.

Creative Concert - Review Concert (Passive Concerts)

Each block is concluded with a passive concert. The room is darkened and the learners lie in a comfortable position.  The music has the same number of beats per minute, approximately 60, as the heart in a relaxed state. This creates a universally relaxing effect. Baroque music, Bach, Vivaldi, Corelli, or other relaxing background music, which has similar characteristics, establishes the rhythm and intonation of the reading and activates parts of the brain that would be activated by just reading.

Baroque music aids relaxation because of the number of beats per minute as well as its predictability. Even though people might not know a particular piece of music they can sense what’s coming next.

After an introduction with the purpose of assisting students to relax the dialogue is read.  A passive concert is a ritual that most participants appreciate as a conclusion, almost a reward, for a job well done.

While learners are relaxed a state that Dr. Lozanov refers to as pseudopassivity occurs. Pseudopassivity is a state in which one feels physically relaxed, secure, and comfortable and mentally alert.

Activation

During approximately two thirds of the total time the newly introduced material is activated with a large variety of learning activities that take the different learning styles into consideration.  The students take an active role in this phase and the teacher, who plays a dominate role in the first three phases of the learning cycle, remains in the background encouraging and assisting students as needed. Although the focus of these activities is learning a foreign language, self-esteem and group building activities are an essential part of the hidden curriculum.

Transfer

The material that was learned in the activation phase is reinforced during the transfer phase. Activities that require free use and/or different combinations of the language such as role-plays, sketches,  creative writing and conversation are encouraged.

The activation and transfer phases are rarely one or the other.  Often an activity is part of the activation phase for one particular structure but at the transfer phase for another.

Learning activities

Learning activities play a key role during the activation and transfer phases of the NL kaleidoscope.  NL honors the fact that people learn differently and therefore offers a wide range of activities:  board and card games, songs, chants, raps, visualization, mimes, sketches, writing activities, drawings, etc. Approximately two thirds of the class time is spent on learning activities, the preferred expression for games.    Ideally we learn through all of our input channels but we often have a preferred learning style. Information can be recalled easily when we learn it multisensorily, through all of our senses. By offering a variety of learning activities students are provided with the opportunity to learn in their preferred representational system as well as to strengthen their weaker input channels.

Information is learned and remembered more easily in the form of a game. Infantilization is the expression Lozanov coined to describe the natural, childlike way in which children naturally and joyfully learn.  Stephanie Merritt in “Successful, Non-Stressful Learning” says, “In accelerated learning (suggestopedia) students are always learning while playing and playing while learning.”  Learning by playing games activates the whole brain and occurs naturally. „

Lozanov also refers to a process called unnoticeable learning. Examples of unnoticeable learning include activities like moving the left, right, or both arms as indicated on the ABC board game while saying the ABCs.   The conscious mind is preoccupied with moving the arms as indicated.  This increases the probability that the target information, the ABCs, can be stored at an other than conscious level.  Such learning activities decrease students’ time to analyze, concentrate, or think about being perfect.  In order to respond spontaneously it becomes necessary to think in the target language, a very important NL goal.

NL lesson plans include activities for the visual, auditory, and kinesthetic learners. Howard Gardner’s multiple intelligences are also taken into consideration.

Games are an important part of the NL learning process.  Learning activities: increase attention, open the way for communication, are skill builders, assist the brain in developing new learning strategies, provide fun learning, help develop values, are positive experiences, activate the mind, lengthen attention spans, assist the development of verbal fluency, stimulate visual learning, build mental awareness, develop organizational skills, allow growth in receptive and expressive language, extend long term memory, lay the foundation for long term memory, give immediate feedback, provide natural learning, reduce stress, build strategies for life, increase speed in thinking, and raise self-esteem. (Moore and Serby)

The objective of playing a particular game should be clear. When possible an element of luck such as the use of dice, a spinner, drawing a card, commands like miss a turn or go ahead two on a board game etc., is included.  It’s more comfortable for students to lose because they rolled ones instead of sixes. Their self-esteem remains intact.  It’s also easier to teach a class with a wide range of abilities.

One correction after the other can really stop the flow of an activity. Therefore, many of the games include the possibility for students to correct their own errors. Whenever possible students become responsible for their own learning. The atmosphere and process are more important than the activity itself.  The greatest game in the world will be an immediate flop if the atmosphere isn’t supportive.

New teams are formed with each activity. Every student brings different experiences into the classroom. By changing groups they can learn from each other and get to know everybody in the class.

Many NL teachers use Laura Ellsion’s T-E-A-M cards to organize the groups and tasks quickly. Groups can also be formed based on sock color, hair length, birthday, eye color etc. Drawing cards to review in the form of questions/answers, picture/word, word groups etc.  can provide not only repetition but also the formation of groups based on chance.

A prerequisite to playing games is to create a calm, nonthreatening environment where students feel safe to take risks and success is taken for granted.  In ACT Lynn Dhority wrote, “Where everyone is wanting and expecting success. There will be success.”  NL teachers focus on being encouraging and positive in order to give learners the confidence they need to stretch their comfort zones in terms of learning activities and taking risks.