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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 |url-status=live |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=dead |archive-url=https://web.archive.org/web/20090412035054/http://www.thornburyscott.com/tu/gill.htm |archive-date=2009-04-12 }}</ref> However, there is a debate over the extent to which Dogme is actually anti-textbook or anti-technology. Meddings and Thornbury focus their 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 |access-date=2009-06-23 |last=Templer |first=B |year=2004 |publisher=Humanising Language Teaching, 6, 3 |archive-date=2018-05-02 |archive-url=https://web.archive.org/web/20180502060858/http://www.hltmag.co.uk/sept04/mart3.htm#10 |url-status=dead }}</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===
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