Carry on Welsh for Adult Tutoring 1996 to 2018 - Scopie.uk   

Read about Ioan Taflryn de-Suggestopedia pantomime Welsh language learning methods.

Ioan Talfryn decided that adults could subconsciously absorb the Welsh language, if he gave them a Welsh Children's pantomime.   It is unclear whether they were able to find a 'push chair' for Derek Brockway, the B.B.C. Wales forecaster to use. 

  One of the celebrities, who was christened 'Rabbit' refused to wear his mask.  Ioan Taflyn's white board illustrations appear very strange. He has been tutoring this method since 1996!

 Ioan Talfryn dressed up as the bear and the co-presenter dressed up as Goldilocks. What is represented on the white board is extremely interesting it.

      He claimed that whilst on most courses 12 words are introduced, he claimed that he introduces 1,200 words that eventually come out of the subconcious. He admits that the deSuggestopedia method of cramming information is ridiculous.
  
        

Try this Simple Test and Work how many words you will remember

Listen to the German National Anthem 

Working memory cannot cope with it! Procedural memory is created sub-consciously, these are abstract instructions, we recover to position our hand and arms to perform after extensive practice, but there is no sub-conscious memory store per sae. Mr. Ioan Talfyn's Lazanov training is not an accredited U.K. one.

ioan Talfryn promised his 1970s deSuggestopedia method was scientifically proven and that was an improvement on the 'parrot fashion' Wlpan method of learning. 

        There is no evidence of anyone using his unique form of deSuggestopedia across the world.

  This one of Ioan Talfryn Kareeoke sessons. The celebrities are singing lists of verbs from a wall. 
           Ioan Talfryn believe that they can learn lots of language in this way if they listen to music and dance. Learners do not instantly learn sets of verbs.
  The Wlpan 'parrot method' he claims his work was improvement on was discredited in the late 1950s,

Ioan Talfyn is  ignorant of the fact that :-

1. Human memory is well researched, Alan Baddeley, for instance, who discovered working   memory with Hitch, has written five books and his theory of learning is accepted across the world; (Novel words must pass through working memory into the longer term memory store,  we can only commit around four chunks of information at one time, there are a myriad reasons why 1,200 words cannot be instantly absorb into memory, especially sub-consciously.

2. The task of learning new words in an unfamiliar language is similar to learning arbitrary security codes, facts; (Words are not not baked in the brain as Ioan Talfyn believes in respect of his 'ants in the head' theory', they erode over time after they have been consciously been committed to memory. 50% of facts are forgotten within hour of learning them);  

3. Words are stored in semantic memory, which is a declarative memory, they can only be consciously learnt; (Words cannot be laid linearly like layers of tar, the pantomime layer, the Welsh read and then English read stories, subcionsciously bonded by music as Ioan Talfryn claimed. The source of this appears to be that some books offer say  Italian on one page and the English translation on the other, Ioan has added a pantomime to the sequence. 

4. There is no evidence that three year children learn language through listening to pantomime, they are not glorified tape recorders, their learning is structured and they learn through interacting with their parents over extensive periods of time;  (It is impossible for adults to learn like children, especially three year old children. They do not learn their native languages in the way Ioan Taflryn appears to believe. It appears that he believes they learn languages subconsciously, because we all do not retain a memory of our early language learning.)

5. There are no gaps in spoken language, the phonemes between words become blurred, when we hear people speaking an unfamiliar language we will not be able to identify individual words, especially when it performed at speed; (Novice learners would unlikely to be able to identify a single word from Ioan Taflyn's pantomime, let alone remember one).

6.   The phonology of words and music are committed to working memory through the phonological loop component, trying to learn novel information, whilst actively listening to music will cause cognitive overload, it will retard learning, not enhance it; (Music does not enable learners to absorb large amounts of language as Ioan Talfryn claims, but background music that is not actively listened to will do no harm); 


7. There is no evidence acting and dancing will enhance learners learning, apart from teaching very young children, who are living in there 'here' and 'now', adults are able to learn theorectically; (Lazanov theory is that when learners act they engage procedural memory, this is a declarative memory, which is processed sub-consciously. It applies to skill learning and reproduction. He claims engaging in this improves general learning. There is no research that support his view).


8.  Adults are more intelligent that three year olds, they have much higher working memory capacity, they will have a developed the language processes, they have an understanding of language and a fluent language that they can communicate through; (There is no evidence that anyone in the world of anyone attempting to teach adults like three year old children).

9.It is uncertain what learning the vocabulary associated with woodland animals has to do with preparing adults to learn. (They tend to live in houses not woods, the brain is very plastic and words that are not used will be lost).

10. It is unclear what was the point of expecting learners to speak Welsh to speak to toy animals. (Learners want to learn Welsh to speak Welsh to other people).

11. Ioan Talfryn's 'Flip theory' advice that learners should cram information is a crime against humanity.  (Only four chunks of information can be passed through working memory and attempting to learn too much information at once, causes cognitive overload, interference. The claim is the equivalent of doctors advising their patients to smoke).


12. What Ioan Taflryn is doing is blinding people with 'fake science', his complexity theory is so complex that no one understands, and only those with specialist knowledge will understand (All he is doing is window dressing, he does not explain the relevance to language learning of his theories, and he is serruptitously implying that theories support his deSuggestopedia method).

13. Ioan Talfryn claims that learners should be introduced to 800 words the first lesson instead of 25 and all practical the salient grammar is more than a crime against humanity and it abject deception  (It is not want learners introduce that is important, but what they are capable of learning and will learn).

15. Ioan Talfryn claimed he flipped after doing a intensive Breton language course, where it learn it in 10 days, and then when returned to Wales he met some Breton student and he flipped, he found he could speak it fluently; (He claimed they said Good God! He learnt it quickly! Most people take around 10,000 hours not 10 days to develop native like new language fluency).

16. The concern about his 'flip theory' is he is claiming that if learners learner sufficient long with him, they will suddenly achieve fluency. (This is putting a carrot in front of donkey, if learners do not experience progress they are given a promise they will succeed one day).


16. Ioan Talfryn's claims his methods appear counterintuitive. (It is counterintiutitive, if his methods worked someone would have found it, he decietful trying to smother those who believe his methods are counter inituitive)


17. It crime against humanity that Welsh for adult tutors are not registered to prohibit such appalling conduct. (All other community services have such protection, there appears to be one law for Welsh speakers and another for everyone else in Wales) .

18. The notion that an adult tutor, who has never attend a university school of education, where he would have his teaching competence and his understanding of pedagogy assessed is silly. (Ioan Talfryn is not qualified to be able to evaluate Lazanov's method and he is clearly lamentably ignorant of research methodology)

Plenary

       Ioan Tafryn's claimed his 1970s deSuggestopedia method as superior the Skinnerist 1947 behaviourist method of language learning. Saville-Troike (2006) a leading American second language authority claimed that the Skinnerist methods were applied across the world up to the 1980s. (Obviously, not in Wales, where Welsh for adult tutors appear not know we are in the 2010s !!!)

  Ioan Talfyn's methods were so unique that no one else has practiced them. There is no evidence that much of his practice was a  feature of deSuggestopedia.  Coleman and Klapper (2005) referred to Suggestopedia students learning in armchairs. Keith Field (2000) a leading second language educational claimed every second language method in schools had been tried and failed up to the introduction of the national curriculum in 1990.

       Ioan Talfryn is clearly ignorant that second languages have been thoroughly researched and that deSuggestopedia has been tried and failed.  There is no evidence that he has any quality training or his competence assessed.

   Ioan Talfryn does not understand that education is a language similar to law. Trained teachers and educationalist have 'common ground' understanding of the learning process. What is referred to as 'corporate intelligence' is the understanding that is shared in professions. It is not the copyright of one individual.

       There is no evidence of deSuggestopedia being provided by any respected course provider,  especially Ioan Taflryn's bizarre version of it. None of his claims had validity. He appears to be under the delusion that if learners memorise  a children's pantomime that they will be able to generally apply the language content in general language making.

      If Lazanov stupid 'cramming' methods had validity, then there would be ample evidence in the literature to support it. His work is not cited in the contemporary literature. Ioan Talfryn's  complexity theories, dynamism and flips theories are not in the reliable cognitive or educational literature either. There is no credence to his 'Ants in the Head theory.

      Mr Ioan Talfryn, who is offering a Welsh for Adult Welsh Government  service where there have been a requirement to teach from 2006, has been applying alternative teaching approaches. He should have been teaching since that time.

         Ioan Talfryn's research refers to Krashen 1987 theory of language acquisition that has been used to justify the Wlpan method. It claims that languages can be 'picked up' by learners simply by using them, there is no need for teaching grammar or structured  learning. 
   Saville-Troike (2006) refers to Krashen theory being severely criticised by theorists, that it was used in America in the 1980s and 1990s, but the pendulum has swung the other way (pg.45).  This is no evidence those academics delivering the Welsh for adult service and Ioan Talfryn was aware of this.
  Hunter and Turner (2008) honest Welsh language tutors claimed the authorities were concerned about the high discontinuity rates in the Welsh for Adult Service. This not really surprising bearing in mind the ancient tutoring methods they have been applying. Ioan Talfryn has been entertaining learners.

     Howard was sent a solicitors letter threatening to sue him for criticising Joan Talfryn's methods after he formally complained to S4C about his methods being broadcast on S4C Cariad@iaeth. He has reported Mr. A to the police for harassment more recently. 

      Howard a legally qualified teacher and Q.T.S. qualified to teach Welsh. His interest has always been Welsh learners interests.

 Ioan Talryn appears to be very ignorant person in both meanings of the word, conduct and behaviour. Anyone who does not know how to learn must be a very ignorant person. He also appears illiterate, because there is no evidence he knows what is in the literature. The only word that is appropriate to use about introducing 800 words and all the salient grammar in the first lesson is stupid. 

     Joan Talfryn would be struck off if he was a registered teacher Welsh for Adult teachers appear to believe they can say or practice anything they like.

See End of the Section for Review of Mr. Ioan Taflryn's Research

     Misleading the Welsh public and learners cannot justified. Ioan Taflryn's method was supported by Bangor University and Cardiff University who approved it in their Welsh Governerment  funded 2012 research. 

University Academics have only been to required to teach since 2006. The above illustrates what happens when Tom, Dicks and Mary's try to practice a demanding teaching task without any professional training.

Read Estyn Freedom of Information  Disclosure - Welsh for Adult Tutors Must Use Proven Methods.


Evidence that Adults do Not Learn Like Children

Professor John Sweller Educational Psychologist

 Chait - Hallet and Phillips - How Young Children Learn Languages

de Kaser Language Cognitivist - Only Very Young Chlldren Need Actions


Language from Birth to 3 years - Harvard

Evidence that Words cannot be Learnt Instantly or Subconsciously

Semantic (Memory) - Wikepedia


Declarative Memory - Words are Consciously Learnt.

Petty - How we memorise facts 


How the Open University Advise Learners How to Develop  a Vocabulary


Evidence the Mozart Effect Music Enhances learning is Myth

Psychology Today
D.I.Y. Tutoring Methods


Professor Dai Reynolds and Mujis - Welsh Tutor - Hunter and Turner

Basic Principles of Language Learning

Developing Effective Second Language and Learning Strategies. H.Gunn (2010)

Developing a New Perspective on Language Teaching (2016)

Political Dreams: Practical Realities Welsh Language Learning (2018)


Evidence There are No Miracle Methods of Learning any New Language

Pigeon Welsh Confronts Mutations (I do not want to learn pigeon Welsh).


How Long it Takes to Learn a Language - Sarah Eaton


Honest Welsh Language Tutors Explaining the Difficulty of Learning Welsh.

Cockcroft 1982 - Researched Invalidity of rote Teaching  Methods.


Evidence that Ioan Talfryn is no even Practising DeSuggestopedia

This a claim it is a Pseudo-science, not Compatible with Scientific Method




Example of Good Welsh for Adult Practice - Coursebook



         Rather interestingly Ioan Talfryn was claiming he could only speak or read English, which may account for why he does not know what is in the literature.  Neurological means related to the nervous system. It is unclear of how much research he has done on it.

        Michael Eynsenk a leading cognitive psychologist claims he had learn French for 10 years, he has had numerous holidays in France, he can read and write French, but he cannot speak it to natives. It takes around 10,000 hours to learn a new language.  Perhaps Ioan Talfryn can only read French!

Professor Sarah Eaton - 10,000 hours to Learn a New Language (Paper)

The problem with ignorance, is people do not know what they are ignorant of.

This professionally written paper illustrates how impoverished Talfryn research is.

Research Paper Illustrating the Invalidity of Taflyn's methods

Researched Paper why Wlpan Type Methods Do not Work

           

      Cardiff and Bangor University supported his methods. It is not an improvement on the impoverished 1950s Wlpan method as they believed. Learners are human being not parrots. Coleman and Klapper (2006) had twenty-two contributors to their research book. There is no reference to Wlpan in that!!!  

 The only people who can like like three year old are three year old children. Learners on interest is to learn Welsh. Responsible learning institutions use proven methods, not a back of the stamp ones.

Ioan Talfryn Research  Methodology

    What Ioan Talfryn does not understand, because he has only got a degree in the Welsh language, and he has no legally accredited teaching qualifications is that all professional teaching researched based. Practice is fostered on huge populations of learners through the world. Professional teachers must teach children of all learning potential.

   The definition of professional expertise that those who possess it are able to apply professional opinions in minutes that it would take novice years of training and practical experience before they will able to offer one, which is assuming that they have the skill and intelligence to develop it. 

  Howard in common with Chief Inspector of Schools in Wales and England possesses consultancy level qualifications. Ph.D. are only needed to be awarded to academics to enable them to award lower degrees. Not all degrees are intellectually challenging. In common with law, pharmacy and nursing, highly qualified teachers are needed at grass roots level.

  What Ioan Talfyn is lamentably ignorant is that those who are obtain higher degree are trained and have their research capabilities assessed. Ioan Talfryn does not even understand that word teaching means educationally.  All professional teaching practice conform to sacrosanct teaching views value. Teachers are expert communicators.

Ioan Talfryn - Ants in My Head - Complexity Theory and Language Acqusition Paper

Highlighted Version of His Research
(Starts on Page 2)

(A)nts do their learning at the colony level. The ·colony brain is the sum thousands and thousands of simple decisions executed by individual ants. The individual ants don’t have anything like a personality, but the colonies do.

'Replace ants neurons and pheromones with neurotransmitters, and you might just as well be talking about the human brain"

H.G. L
earning takes place when synapses are grown in the brain between neurons. What this has to do with ants is a complete mystery.  There  is an abjectly empty statement, devoid of detail.
"pheronomes" are a "chemical substance produced and released into the environment by an animal" especially a mammal or an insect, affecting the behaviour or physiology of others of its species.

The voluminous nature of Suggestopedia was specifically underlined for by Dr. Lozanov himself in two comments he made at the end of a training event which I attended in Bulgaria two years ago. The first comment which stuck in my memory was this : 

Suggestopedia is not just a 'happy' method. If you do not introduce a very large amount of material on your courses you will be strengthening  the dellimiting  Social-Suggestive Norms. Always teach on the level of the Reserve Capacities of Mind. 


and


If your students are having difficulty in absorbing the material, give them more.


From a traditional perspective that would sound like a very ill advised strategy indeed. But, as we have learnt from Complexity theory - More is different.


H.G. Word are too inadequate to describe what a crime against humanity it is. This is the educational equivalent to doctors advising their patients to smoke. (See hgunn.uk Working Memory)

Ioan Talfryn has also claimed he learnt Breton in 10 days to a fluency level after he 'flipped' in Cardiff,

H.G. Ioan Talfryn tells the story, which is presented at the end of this page, of how he took an intense advanced ten day  course in Breton when he visited there, despite him being a beginner.  

     He then claims to have been drowned in the Breton for those ten days he could not speak it very much, but ten days he accidentally met his Breton tutors and students in the National Eistedfodd and he flipped. The ants in his head settled down and he was speaking fluent Breton.


  Professor Eaton in Calgarry University School of Education, when on a residency course to Spain to learn Spanish. She claims it takes 10,000 hours to develop fluency in  a new language. Talfryn's claims are delusional.
  People do not develop fluency in a new languages in ten days. There is no evidence that Mr. Ioan Talfryn speaks the six languages he claims.
        -------------------------------
From a purely objective standpoint, of course, the most obvious aspect of  Suggestopedia, the aspect which truly distinguishes  it from offer methods is  the sheer enormity of the input introduced in a Suggestopedia that input were not ridiculously large and complex compared with traditional methods,  then it wouldn't be  quite frankly be deSuggestopedia.

To give you an idea of what I mean by ridicolously large and complex· compare lexical input size and complexity on traditional, ·normal', community education language courses in the UK with Suggestopedia.

On normal courses input would be limited to usually no more than some 30 new words in the first lesson and or two grammatical structures. 

 This level of input would tend to be repeated every lesson for a Year at least. 

On suggestopedia  however, You would be introduced to some 800 (or more) new words in the first lesson and practically all of the salient grammar of the target language.

H.G. The interesting issue about this claim is the word 'input' is used for what Ioan Taflryn refers to traditional course, but 'introduced' on his course. His conduct appears to bordering on brain washing.

What Ioan Talfryn is positing is diametrically opposed to most sacrosanct fundamental principles of professional teaching practice. He is fixated with cramming.  He is openly admitting the claimed are ridicolous.

  Ridicolous is defined  as " deserving or inviting derision, mockery and absurd" 

Learners are no inanimate objects that large amount of language can poured them like petrol into a tank.

If he was a registered tutor he would be instantly struck off for his practice, but he has been practising this the support of Bangor University since 2006.

Read His Ants in the Head Report
          ----------------------

H.G. The following woffle appears to be applied to impress readers and justify Joan Talfryn's unqualified prejudices, methods

According to Complexity Theory complex systems are very different from simple systems in that they are continually changing, self-organizing and adapting in response to information from the environment and from within  the system itself. All the elements in a complex system are interconnected and the development of a particular system is heavily influenced by the initial conditions at its inception. Due to the enormous amount of variables effecting complex systems it is nigh on impossible to precisely predict the short term behaviour (unlike simple, non-dynamic systems)


H.G. This only part of the account. He reference to complexity theory is so complex that no one understands it. It is not a concept that appears in the educational or cognitive theory.  He refers to theory relating to water freezing and avalanches. He summates the theory as.

The answer to complexity tums out to be fairly obvious and not, in itself, especially interesting. If you have a lot of simple interactors, and let them interact, then the result can be rather complex.
 
H.G What Ioan Taflryn is doing is blinding people with complex science, which is virtually impossible to understand, but what is lamentably lacking is an clear reference to second language learning. There is no rationale. There is no explanation. What he asserts is absolute trash.

H.G. What he claims is not rocket science. Why did he need to research the theory to make such a simple, to use his words, not very interesting point.

As a teacher over the last two and a half decades I have seen some learners suddenly flip before my very eyes - but none as dramatically or as decisively , _--but none as dramatics those students who have been on my Suggestopedic Welsh courses. 

H.G. The only source of flip theory on the web is " The origins of flip Theory belong to small group of talented graduate students exploring the question “Why is racial inequality still a problem after decades of research and activism?”. In one of those rare moments of accidental brilliance, someone flipped the question to “How is racial inequality a solution?”. Immediately the way we had been looking at it changed.

The second belief is the assumption that languages are best introduced gradually in a linear fashion, one function or grammatical structure at a time, with the lexical content of lessons restricted to about 20 to 30 words or phrases.

Whether specific linguistic flips are more like first  or second order phase like first or second order phase transitions could be a matter of debate but it would seem that one of the key factors determining whether phase transitions of any kind are first or second..explained by the complexity biologist Stuart Kaufman. 

Coming back to language, according to d·e Bot, Lewie and Verspoor who 
have developed a Dynamic Systems Theory
 approach to Second Language
aquisition) volume of input does indeed greatly affect SLA·

H.G. Effective teachers are good communicators. None of this is directly related to how learners learn.

The Wikepedia definition of:-

Dynamic systems theory (Click) is an area of mathematics used to describe the behavior of the complex dynamical systems, usually by employing differential equations or difference equations


Complexity Theory (Click)  is an interdisciplinary theory that grew out of systems theory in the 1960s It draws from research in the natural sciences that examines uncertainty and non-linearity.
 
H.G. The evidence is Ioan Talfyrn is using these theories to impress those who read them and blind them with science. He expects those who read him to trust him
.

According to Krashen optimal input should be comprehensible, interesting I relevant. not grammatically sequenced and provided in sufficient quantity.

H.G. This the key to all Ioan Taflryn arguments. There have been a tradition in the Schools of Welsh to cite research to justify their enduring practice of the 1947 Skinnerist Wlpan method. It is based on the assumption that learners will pick up languages subconsciously if they do not both to teach it. 

  Education is such a deep science that it would be impossible to research every element from primary sources.  Krashen's methods were widely criticised when they were posited. He uses the word instruction not teaching. He work dates back to 1987.
  

Since the aim of my talk is to link Suggestopedia with Complexity Theory particular with the concept of critical mass as a catalyst for linguistic phase transitions) it is interesting to note that in his summing up of the strengths and weaknesses of a range of teaching methodologies and  very close to completely matching the requirements for optimal input" 

Here is an example of paper written by professsional educator

Ioan Talfryn Learning Breton (Full Account)

"Back in the summer of 1978  I enrolled by post on a 10 day residential Breton course for beginners (as I thought at the time).

When I got to the semi-derelict farm house where I would be spending the next 10 days  I realised that I had booked myself onto the wrong course.

This course was for learners who had already achieved a high level of fluency and I was, to all intents and purposes, a total beginner.

The course leader was actually in favour of not letting me attend the course but thankfully, he was persuaded by the other tutors to allow me to stay.

For the next ten days I was saturated With Breton input.

I Iived, breathed,  ate,  breathed ate, slept and dreamt Breton.

Breton was hitting me from all directions and bits of Breton kept on popping uninvited into my head and scurrying through my consciousness like unruly ants.

 Yet, despite all the massive input I was receiving and all the entomological activity to trying to speak I could hardly manage more than a few very few basic, stumbling utterances.

After the course ended I returned to Wales absolutely exhausted, (initially having great difficulty in reverting to English after we had docked in Plymouth. I stayed home for a week, not really-doing much and then, the week following, I went to the National Eisteddfod in Cardiff.


I had been there a couple of days when one evening, outside a night club in Cardiff, who should l happen to meet but some of the students and teachers who had been on the Breton course with  me me a fortnight 

We greeted each other warmly and much to my (and their) surprise I suddenly flipped. When I say l flipped what 1 mean is that I suddenly, Without warning, started to articulate myself quite fluidly in Breton. The language was gushing out of me with practically no  conscious effort on my part.

And I remember one of the teachers turning to one of her colleagues and saying in amazement 'Ma Doue! Desket ·neus  Good God! He's learnt quickly.

If l were totally honest I'd have to admit that I, personally, didn't feel that had  really done anything at al!. I hadn't looked at any Breton books or thought about the language very much for over a week. 

Yet in that time, out cf conscious sight, all those disorganised, scurrying little linguistic ants in my head had surreptitiously and suddenly ordered themselves efficient. .. themselves into an efficient, working collective

Without my knowing it a Breton ant colony had taken residence in my head.

Amanda Spielman, new head of Ofstead contended

 Education is the great force of human advancement, of advancement of civilisation."

and that

“It a lovely combination of the human and the intellectual- it’s big, it’s
c
omplicated, but above all it has such a profound influence upon people’s lives!"

      Education is similar to law. Just because someone reads a professional papers or books does not mean they will understand it. Ioan Talfryn does not even know how to teach. He has only got a Welsh language degree.

       The problem with ignorance is that people do not know what they do not know. Ioan Talfryn's ignorance is explicit in what he practices. It is extremely dubious that those he quotes in his research contended what he claims.

      All Wlpan tutors have been using Krashen discredited method to give them a licence to practice anything they like. The evidence they have misunderstood his arguments and they have been too lazy and apathetic to read the contemporary literature.

      . Ioan Talfryn described the 1970s deSueggestopedia a new scientifically proven method on his SC4 program. He did not appear to know it was 2015. Welsh for adult learners have being more work attempting to learn Welsh than their tutors.