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 seen as unnecessarily purist, and that a weaker adoption of Dogme principles would allow teachers the freedom to choose resources according to the needs of a particular lesson.<ref name="Gill2000" /> Maley also presents Dogme as an approach that "[increases] the constraints on teachers".<ref>{{Harvnb|Maley|2003|p=190}}</ref> Christensen notes that adoption of Dogme practices may face greater cultural challenges in countries outside of Europe, such as Japan.<ref name="Christensen2005">{{cite journal|url=http://www.jalt-publications.org/archive/tlt/2005/01_2005TLT.pdf|title=Dogme in language teaching in Japan|last=Christensen|first=T|year=2005|journal=The Language Teacher|volume=29|issue=1|pages=15–18|access-date=2009-06-23|archive-url=https://web.archive.org/web/20090711055158/http://www.jalt-publications.org/archive/tlt/2005/01_2005TLT.pdf|archive-date=2009-07-11|url-status=dead}}</ref> Questions have also been raised about the appropriateness of Dogme in low resource contexts and where students are preparing for examinations that have specific syllabi.<ref name="ELTJournal2005">{{cite web |url=http://eltj.oxfordjournals.org/cgi/pdf_extract/59/4/333 |archive-url=https://web.archive.org/web/20160113074124/http://eltj.oxfordjournals.org/cgi/pdf_extract/59/4/333 |url-status=dead |archive-date=2016-01-13 |title=Online Forum Report: Dogme |access-date=2009-06-23 |last= |first= |year=2005 |publisher=ELT Journal, 59/4: 333-335 }}</ref>
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, and the potential pressure on teachers and students in various learning contexts. Dogme can challenge inexperienced teachers who have an inadequate pedagogical repertoire, and limited access to resources. It may also face challenges regarding its applicability in classes of students with low levels of proficiency. Low-level students cannot interact with the teacher and peers effectively in the target language.<ref name=":0" />
