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'''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=http://www.guardian.co.uk/education/2004/mar/26/tefl.lukemeddings |work=The Guardian |date=2004-03-26 |accessdate = 2009-06-22 }}</ref> Dogme is a communicative approach to language teaching and encourages teaching without published textbooks and instead focusing on conversational communication among the learners and the teacher. It has its roots in an article by the language education author, [[Scott Thornbury]].<ref name="Thornbury2000">{{cite web |url=http://www.thornburyscott.com/assets/dogma.pdf |title=A Dogma for EFL |accessdate=2009-06-23 |last=Thornbury |first=Scott |year=2000 |publisher=IATEFL Issues, 153, 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), the connection is not considered close.<ref name="Thornbury2009Critical">{{cite web |url=http://www.teachingenglish.org.uk/think/articles/dogme-nothing-if-not-critical |title=Dogme: nothing if not critical |accessdate=2009-06-23 |last=Thornbury |first=Scott |date=2009-06-10 |publisher=Teaching English}}</ref>
==Key
Dogme has ten key principles.<ref name="Thornbury2005">{{cite web |url=http://www.thornburyscott.com/assets/dancing%20in%20dark.pdf |title=Dogme: Dancing in the dark? |accessdate=2009-06-23 |last=Thornbury |first=Scott |year=2005 |publisher=Folio. 9/2, 3-5}}</ref>
#'''Interactivity''': the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.
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#'''Critical use''': teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases.
==Main
There are three precepts that emerge from the ten key principles.
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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. As such, 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= |coauthors=Thornbury, Scott |year=2002 |publisher=Modern English Teacher, 11/1, 36-40}}</ref>
==Pedagogical
Dogme has its roots in [[Communicative language teaching]] (in fact Dogme sees itself as an attempt to restore the communicative aspect to communicative approaches).<ref name="DeltaBlog2009">{{cite web |url= http://www.deltapublishing.co.uk/author/scott-thornbury |title= Scott Thornbury |accessdate=2009-06-23 |last=Thornbury |first=Scott |year=2009 |publisher=Delta Publishing Blog }}</ref> Dogme has been noted for its compatibility with reflective teaching and for its intention to “humanize the classroom through a radical pedagogy of dialogue”.<ref name="Templer2004" /> It also shares many qualities with task-based language learning<ref name="Thornbury2009Evidence">{{cite web |url= http://www.deltapublishing.co.uk/development/wheres-your-evidence |title=Where’s your evidence? |accessdate=2009-06-23 |last=Thornbury |first=Scott |date=2009-05-11 |publisher=Delta Publishing Blog }}</ref> and only differs with task-based learning in terms of methodology rather than philosophy.<ref>{{Harvnb|Meddings|Thornbury|2009|p=17}}</ref> Research evidence for Dogme is limited but Thornbury argues that the similarities with task-based learning suggest that Dogme likely leads to similar results. An example is the findings that learners tend to interact, produce language and collaboratively co-construct their learning when engaged in communicative tasks.<ref name="Thornbury2009Evidence" />
==Dogme as a
Although Thornbury notes that Dogme is not inherently seeking social change and therefore does not fulfill generally held criteria for a [[critical pedagogy]], Dogme can be seen as critical in terms of its anti-establishment approach to language teaching.<ref name="Thornbury2009Critical" />
==Dogme,
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? |accessdate=2009-06-23 |last=Thornbury |first=Scott |date=2009-05-01 |publisher=Delta Publishing Blog }}</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 [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" />
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