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{{Short description|English teaching method}}
'''Dogme language teaching''' is considered to be both a methodology and a movement.<ref name="Guardian2004">{{cite news |first=Meddings |last=Luke |title=Throw away your textbooks |url=https://www.theguardian.com/education/2004/mar/26/tefl.lukemeddings |work=The Guardian |date=2004-03-26 |access-date = 2009-06-22 }}</ref> Dogme is a communicative approach to language teaching that encourages teaching without published textbooks and focuses instead on conversational communication among learners and teacher. It has its roots in an article by the language education author, [[Scott Thornbury]].<ref name="Thornbury2000">{{cite journal |url=http://nebula.wsimg.com/fa3dc70521483b645f4b932209f9db17?AccessKeyId=186A535D1BA4FC995A73&disposition=0&alloworigin=1 |title=A Dogma for EFL |access-date=2009-06-23 |last=Thornbury |first=Scott |date=February–March 2000 |publisher=IATEFL Issues |issue=153 |page=2}}</ref> The Dogme approach is also referred to as "Dogme ELT", which reflects its origins in the [[English language learning and teaching|ELT]] (English language teaching) sector. Although Dogme language teaching gained its name from an analogy with the [[Dogme 95]] film movement (initiated by [[Lars von Trier]])
==Key principles==
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===Materials light approach===
The Dogme approach considers that student-produced material is preferable to published materials and textbooks, to the extent of inviting teachers to take a 'vow of chastity' (which Thornbury and Meddings have since pointed out was "tongue-in-cheek"<ref>{{Cite web |last=Meddings & Thornbury |first=Luke & Scott |date=31 May 2022 |title=What dogme feels like |url=http://old.hltmag.co.uk/nov03/sart1.htm |access-date=31 May 2022 |website=old.hltmag.co.uk/nov03/sart1.htm}}</ref>) and not use textbooks.<ref name="Thornbury2005" /> Dogme teaching has therefore been criticized as not offering teachers the opportunity to use a complete range of materials and resources.<ref name="Gill2000">{{cite web |url=http://www.thornburyscott.com/tu/gill.htm |title=Against dogma: a plea for moderation |access-date=2009-12-14 |last=Gill |first=S |year=2000 |publisher=IATEFL Issues, 154 |url-status=
===Emergent language===
Dogme considers language learning to be a process where language emerges rather than one where it is acquired. Dogme shares this belief with other approaches to language education, such as [[task-based learning]]. Language is considered to emerge in two ways. Firstly classroom activities lead to collaborative communication amongst the students. Secondly, learners produce language that they were not necessarily taught. The teacher's role, in part, is to facilitate the emergence of language. However, Dogme does not see the teacher's role as merely to create the right conditions for language to emerge. The teacher must also encourage learners to engage with this new language to ensure learning takes place. The teacher can do this in a variety of ways, including rewarding, repeating and reviewing it.<ref>{{Harvnb|Meddings|Thornbury|2009|pp=18–20}}</ref> As language emerges rather than is acquired, there is no need to follow a syllabus that is externally set. Indeed, the content of the syllabus is covered (or 'uncovered') throughout the learning process. Ali ketabi (TESOL holder) <ref name="Meddings2002">{{cite web |url=http://www.thornburyscott.com/tu/MET3coursebook.htm |title=Dogme and the Coursebook |access-date=2009-06-23 |last=Meddings |first=Luke |author2=Thornbury, Scott |year=2002 |publisher=Modern English Teacher, 11/1, 36-40 |url-status=
==Pedagogical foundations==
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==Technology and web 2.0==
Although Dogme teaching has been seen to be anti-technology,<ref name="Gill2000" /> Thornbury maintains that he does not see Dogme as being opposed to technology as such,<ref>{{Harvnb|Meddings|Thornbury|2009|p=12}}</ref> rather that the approach is critical of using technology that does not enable teaching that is both learner centered and is based upon authentic communication. Indeed, more recent attempts to map Dogme principles on to language learning with web 2.0 tools (under the term "Dogme 2.0") are considered evidence of Dogme being in transition<ref name="Thornbury2009Transition">{{cite web |url=http://www.deltapublishing.co.uk/development/dogme-in-transition |title=Dogme in Transition? |access-date=2009-06-23 |last=Thornbury |first=Scott |date=2009-05-01 |publisher=Delta Publishing Blog |archive-url=https://web.archive.org/web/20090516063616/http://www.deltapublishing.co.uk/development/dogme-in-transition |archive-date=2009-05-16 |url-status=dead }}</ref> and therefore of being compatible with new technology. However, although there is not a clear consensus among Dogme teachers on this issue (see discussions on the [https://archive.today/20130210060937/http://groups.yahoo.com/group/dogme/ ELT Dogme Yahoo Group]), there is a dominant view that the physical classroom will be preferable to attempts to substitute physical presence with communication via digital technology.<ref name="Thornbury2009Critical" /> Dogme can combine with different technological tools as our society is constantly changing. Teachers can combine Dogme philosophy with the other methods such as flipped classrooms or e-learning environments. However, what matters is that Dogme, as critical pedagogy, is transformative and seeks social changes<ref name=":0" />
==Criticism==
Dogme has come under criticism from a wide range of teachers and educators for its perceived rejection of both published textbooks and modern technology in language lessons. Furthermore, it has been suggested that the initial call for a 'vow of chastity' is
In general, the criticisms and concerns that Dogme encounters revolve around several major issues: the theoretical foundation of the conversation-driven perspective, the under-preparedness of lesson structure
==Notes==
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