Dogme language teaching: Difference between revisions

Revision as of 11:52, 14 January 2017

Revision as of 01:47, 12 September 2017

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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' 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 |accessdate=2009-12-14 |last=Gill |first=S |year=2000 |publisher=IATEFL Issues, 154 |deadurl=yes |archiveurl=https://web.archive.org/web/20090412035054/http://www.thornburyscott.com/tu/gill.htm |archivedate=2009-04-12 |df= }}</ref> However there is a debate to the extent that Dogme is actually anti-textbook or anti-technology. Meddings and Thornbury focus the critique of textbooks on their tendency to focus on grammar more than on communicative competency and also on the cultural biases often found in textbooks, especially those aimed at global markets.<ref>{{Harvnb|Meddings|Thornbury|2009|p=13}}</ref> Indeed, Dogme can be seen as a pedagogy that is able to address the lack of availability or affordability of materials in many parts of the world.<ref name="Templer2004">{{cite web |url= http://www.hltmag.co.uk/sept04/mart3.htm#10 |title=Reflective Teaching in the Low-Resource Classroom |accessdate=2009-06-23 |last=Templer |first=B |year=2004 |publisher=Humanising Language Teaching, 6, 3 }}</ref> Proponents of a Dogme approach argue that they are not so much anti-materials, as pro-learner, and thus align themselves with other forms of learner-centered instruction and critical pedagogy.<ref name="Thornbury2009Critical" />

===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.<ref name="Meddings2002">{{cite web |url=http://www.thornburyscott.com/tu/MET3coursebook.htm |title=Dogme and the Coursebook |accessdate=2009-06-23 |last=Meddings |first=Luke |authorlink= |author2=Thornbury, Scott |year=2002 |publisher=Modern English Teacher, 11/1, 36-40 |deadurl=yes |archiveurl=https://web.archive.org/web/20090815103345/http://www.thornburyscott.com/tu/MET3coursebook.htm |archivedate=2009-08-15 |df= }}</ref>

==Pedagogical foundations==