Sandy, Utah TESOL Online & Teaching English Jobs

The ESA structure seems to be very effective in getting students to participate in the different ways that make for effective understanding and recall; especially the study and activate contrast, the former of which allows students to focus on the new material and practice in a controlled setting that allows them to practice and comprehend the material before proceeding to more creative tasks which involve its use in conversation in role-play or other engaging scenarios. I just want to point out a few things: The Suggestopedia strategy stood out to me as peculiar and not being obviously beneficial beyond the simple point that positive encouragement and allowing students to relax is important. So then how does giving students new names or playing relaxing music become more beneficial than, say, just using their own name or playing music that, strictly speaking relaxing or not, has more relevance to the course material or at least is in English (because I think playing music in a classroom can itself can be refreshing and therefore have a relaxing effect without it being specifically "relaxing music"). Anyway, just curious to know more about the benefits of this process, and whether they have been demonstrated to be effective for, say, certain students. Also want to point out, this section had a decent number of mistakes in it, be they simple typos like misspelling "focussed" or incorrect word choice (I think in one section it was written, "but not give..." instead of "but don't give...").