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Dogme Approach

The document outlines ten principles of Dogme ELT, an approach to language teaching. The principles focus on interactivity, student-generated content, social and dialogic learning, teacher scaffolding, emergent language and grammar, attention to student needs, use of student materials, relevance to student lives, and critical use of materials. Based on these principles, Dogme ELT is characterized by three tenets: it is conversation-driven, materials-light, and focuses on emergent language that arises from student conversations rather than predetermined lessons.

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Ro Belen RG
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114 views

Dogme Approach

The document outlines ten principles of Dogme ELT, an approach to language teaching. The principles focus on interactivity, student-generated content, social and dialogic learning, teacher scaffolding, emergent language and grammar, attention to student needs, use of student materials, relevance to student lives, and critical use of materials. Based on these principles, Dogme ELT is characterized by three tenets: it is conversation-driven, materials-light, and focuses on emergent language that arises from student conversations rather than predetermined lessons.

Uploaded by

Ro Belen RG
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1.

1 Principles of Dogme ELT


Thornbury (2005) mentions ten important principles characterizing Dogme ELT. These
principles can be
summarized as follows: Principle 1. Interactivity between students and teachers and among
the students
themselves leads to effective language learning. Principle 2. Students are involved in the
content they create themselves. Principle 3. Learning is dialogic and social, and thus
knowledge is co-constructed. Principle 4. Learning occurs through conversations in which
learners and the teacher co-construct the skills, and the teacher scaffolds interactions
among learners by providing help when needed. Principle 5. Language and grammar emerge
in the classroom. Principle 6. The teacher is the person who is in charge of attracting
students' attention to the language emerging in the classroom. Principle 7. Learners' needs
should be given utmost attention. Principle 8. Teachers and students are empowered by
taking published materials out of the classroom and replacing them with what students bring
to the classroom. Principle 9. Materials are relevant to the learners' daily lives. Principle 10.
Teachers are encouraged to use materials critically to recognize students' ideological and
cultural biases.

Based on these ten principles, Dogme ELT has three fundamental tenets: It is conversation-
driven,
materials-light and focuses on emergent language (Meddings & Thornbury, 2009).

1. Conversation-driven: Conversation is defined as "the kind of speech that happens


informally,
symmetrically and for the purposes of establishing and maintaining social ties." (Thornbury
& Slade, 2006, p. 25). Therefore, it is believed that the current EFL course books have a
certain "degree of artifice" that destroysthe spontaneous nature of real-life conversation
(Meddings & Thornbury, 2009, p. 10). In the Dogme ELTclassroom, the teacher takes
advantage of conversation as it occurs incidentally and scaffolds information for the learners
in the process of reformulation, repair or refinement of the emerging language (Aka, 2012).
Tudor (2001, p. 115) also states that the classroom should a representation of the outside
world and describes communication as "not just something which happens 'out there', but
also a process which occurs within the social environment which we call the classroom."

2. Materials-Light: Arguing that meaningful communication is overshadowed by materials,


Bell and Gower
(1998) indicate that materials destroy the creativity of the teacher and the learner. Also,
according to second language acquisition (SLA) research, language is not learned "...in an
additive, linear fashion" (Van den Branden, 2006, p. 5) as presented in traditional ELT
materials. Therefore, Meddings and Thornbury (2003a) claim that thelearning process is
impeded by mass-produced materials which are not necessarily related to learners' needs
andlives. However, instead of materials-free teaching, the term materials-light is used by the
originators of Dogme ELT as they believe that Dogme-friendly materials, such as photos,
original texts recorded or written by the students, and music stored on their mobile phones
can be used in the classroom (Aka, 2012).

3. Focus on Emergent language: The Dogme ELT movement is also based on the idea that
grammar and
vocabulary items should emerge from the communicative needs of the students in the
classroom (Thornbury, 2005). Thornbury (2002) also suggests that teachers should only
resort to whatever happens in the classroom; consequently, there is no pre-planned lesson
and thus no syllabus including pre-selected grammar items. Instead, he calls for a post-
lesson plan and an emergent syllabus centered on learners needs. In other words, as Xerri
(2012) points out, rather than pre-emptive teaching, reactive teaching is favorable in a
Dogme ELT lesson in which the main focus is on emerging language. It is also argued by
Brown (2001) that the use of emerging language as the resource of the lesson gives learners
a sense of ownership of their learning process and thus makes them more intrinsically
motivated.

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