An analysis of SALT in practice

Ludolph Botha

Abstract


This paper analyses the use of SALT/Suggestopedia for the teaching of beginners'
German to students at the University of Stellenbosch, South Africa. Two experimental
groups and a control group are involved to determine, amongst others, whether SALT is
viable in South African conditions and whether it really accelerates the learning of a
foreign language. This study is approached pragmatically and on a relatively small scale to
ensure a sound basis. A number of challenges have been encountered of which the most
important are the rigid system at a university (for example the timetable) and the
difficulty of producing convincing, quantitative results. Qualitatively the students show
an early competence and spontaneity not experienced before, in comparison with the
control group. The most promising aspect is the fact that the lecturers of the experimental
groups are convinced that Suggestopedia offers and satisfies the students as well as the
lecturers much more than any other conventional method used by them.
In hierdie artikel word die gebruik van SALT/Suggestopedagogiek vir die aanlecr van
Duits op beginnersvlak geanaliseer, soos gei"mplementeer aan die Universiteit van
Stellenbosch. Twee eksperimentele groepe sowel as 'n kontrolegroep is betrek om ondcr
meer te bepaal of SALT lewensvatbaar is in Suid-Afrikaanse omstandighede en of dit
werklik die aanleer van 'n vreemde taal versnel. Hierdie studie is pragmatics aangepak en
op 'n relatiewe klein skaal om 'n gesonde basis te verseker. 'n Aantal struikelblokke moes
oorkom word, soos die onbuigbare sisteem aan 'n Universiteit (die rooster) en die
probleem om oortuigende kwantitatiewe resultate te )ewer. Kwalitatief gesproke,
vertoon die studente 'n vroee bekwaamheid en 'n spontanei"teit wat nog nooit tevore
ondervind is nie. Die belowendste aspek is egter dat die lektore van die eksperimentele
groep oortuig is dat Suggestopedagogiek meer te bied het, en lektore sowel as stildente
meer bevredig as enige ander konvensionele metode.

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DOI: https://doi.org/10.5785/1-1-510

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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