'''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]]) in which the directors, actors, and actresses commit a "vow of chastity" to minimize their reliance on special effects that may create unauthentic feelings from the viewers,<ref name=":0">{{Cite journal|lastlast1=Nguyen|firstfirst1=Nhat Quang|last2=Phu|first2=Hung Bui|date=2020-09-30|title=The Dogme Approach: A Radical Perspective in Second Language Teaching in the Post-Methods Era|url=https://jle.hse.ru/article/view/10563|journal=Journal of Language and Education|language=en|volume=6|issue=3|pages=173–184|doi=10.17323/jle.2020.10563|issn=2411-7390|doi-access=free}}</ref> the connection is not considered close.<ref name="Thornbury2009Critical">{{cite web|last=Thornbury|first=Scott|date=2009-06-10|title=Dogme: nothing if not critical|url=http://www.teachingenglish.org.uk/think/articles/dogme-nothing-if-not-critical|access-date=2009-06-23|publisher=Teaching English}}</ref>
==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 |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" />
