An analysis of SALT in practice

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.