In 2005, Scott Thornbury laid out the principles of dogme ELT. From them emerges a picture of the classroom as an engaging, interactive space with the learner at its centre, free from the constraints of "third-party, imported materials". Where does this leave teachers who still want to "import" materials into the classroom? Do business English coursebooks, other published resources and material from the Web have a place in the dogme classroom? I'd argue they do, especially when personalised and localised to achieve another of dogme ELT's key goals: relevance. Reference will be made to English360.
6. “Dogme language teaching is considered to be
both a methodology and a movement. Dogme is
a communicative approach to language teaching
that encourages teaching without published
textbooks and focuses instead on
conversational communication among learners
and teacher.”
http://en.wikipedia.org/wiki/
Dogme_language_teaching
7. “The common conception (or misconception)
is that unplugged teaching requires
eschewing all forms of convenience, such as
coursebooks, broadband internet access,
mobile devices, Web 2.0 tools etc.”
http://
teachertrainingunplugged.wordpress.com/
2011/05/16/tdsig-unplugged-countdown-five/
8. 'Language learning and use are situated,
contextualised, social and personalised... ...and
this should reflect on the way that we teach it'.
http://iasku.wordpress.com/2011/06/08/scott-
9. ... it’s all “about teaching that
focuses on emergent language”
(Meddings & Thornbury, 2009,
p.8).
10. A Web 2.0 site allows users to interact and
collaborate with each other in a social
media dialogue as creators (prosumers)
of user-generated content in a virtual
community, in contrast to websites where
users (consumers) are limited to the
passive viewing of content that was
created for them.
http://en.wikipedia.org/wiki/Web_2.0
27. A Web 2.0 site / An unplugged classroom
allows users to interact and collaborate with
each other in a [social media] dialogue as
creators (prosumers) of user-generated content
in a [virtual] community, in contrast to
websites / coursebook-led classrooms where
users (consumers) are limited to the passive
viewing of content that was created for them.
Adapted from
http://en.wikipedia.org/wiki/Web_2.0
28.
29. The ten key principles of
Dogme
(Thornbury, Scott [2005])
30.
31. Group task
Discuss the following questions:
What does this principle mean
in relation to Dogme?
Is this principle also apparent
in Web 2.0? If so, how?
How does/could this principle
influence your teaching and
your students’ learning? Give
examples of
classroom activities;
use of (published) materials;
and Web 2.0 tools.
32. Four guiding principles
(and one law)
1. Whoever comes is [sic] the right people.
2. Whenever it starts is the right time.
3. Whatever happens is the only thing that could have.
4. When it’s over, it’s over.
5. The “Law of Two Feet”: “If at any time during our
time together you find yourself in any situation
where you are neither learning nor contributing,
use your two feet, go someplace else.”
33. What does this principle mean in relation to Dogme?
Is this principle
also apparent in
Web 2.0? If so,
how?
How does/could this principle influence your
teaching and your students’ learning? Give
examples of classroom activities, use of (published)
materials, or Web 2.0 tools.
the Internet was created in my lifetime, and has come a long way, too\n originally, top-down\n text-based content provide by the few for mass consumption\n
used for reference / research / fact-finding\n no interactivity between users\n Analogy: like reading a book quietly, by yourself, in the library…\n
Web 2.0 – from the early ‘noughties’ - 2003/4\na platform which offers new possibilities for connecting and interacting with others\n instead of working on the Net, we can now network\n Analogy: unlike the solitary Net experience of the early days, interaction enabled by Web 2.0 could be likened to participating in a reading and writing circle!\n
far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
far more interactive and democratic\n no longer the preserve of text - can combine media types > ‘mashups’ – e.g. social networking sites\n we can all have a Net presence – profiles, testimonials (LinkedIn), blogs\n all users can now easily upload their own content – wide-ranging (photos, video, recipes, ratings, tagging, favouriting)\n content is much more dynamic, and editable\n including rich content (e.g. Flash videos)\n** when did you last use the Web, and why?**\nview others’ content and share it\n but can also set privacy levels\n has opened doors to discussion and comments on forums, express your opinion\n facilitated communication with email, instant messaging systems, Skype\n
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Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.\nEngagement: students are most engaged by content they have created themselves\nDialogic processes: learning is social and dialogic, where knowledge is co-constructed\nScaffolded conversations: learning takes place through conversations, where the learner and teacher co-construct the knowledge and skills\nEmergence: language and grammar emerge from the learning process. This is seen as distinct from the ‘acquisition’ of language.\nAffordances: the teacher’s role is to optimize language learning affordances through directing attention to emergent language.\nVoice: the learner’s voice is given recognition along with the learner’s beliefs and knowledge.\nEmpowerment: students and teachers are empowered by freeing the classroom of published materials and textbooks.\nRelevance: materials (eg texts, audios and videos) should have relevance for the learners\nCritical use: teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases.\n
Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.\nEngagement: students are most engaged by content they have created themselves\nDialogic processes: learning is social and dialogic, where knowledge is co-constructed\nScaffolded conversations: learning takes place through conversations, where the learner and teacher co-construct the knowledge and skills\nEmergence: language and grammar emerge from the learning process. This is seen as distinct from the ‘acquisition’ of language.\nAffordances: the teacher’s role is to optimize language learning affordances through directing attention to emergent language.\nVoice: the learner’s voice is given recognition along with the learner’s beliefs and knowledge.\nEmpowerment: students and teachers are empowered by freeing the classroom of published materials and textbooks.\nRelevance: materials (eg texts, audios and videos) should have relevance for the learners\nCritical use: teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases.\n
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Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.\nEngagement: students are most engaged by content they have created themselves\nDialogic processes: learning is social and dialogic, where knowledge is co-constructed\nScaffolded conversations: learning takes place through conversations, where the learner and teacher co-construct the knowledge and skills\nEmergence: language and grammar emerge from the learning process. This is seen as distinct from the ‘acquisition’ of language.\nAffordances: the teacher’s role is to optimize language learning affordances through directing attention to emergent language.\nVoice: the learner’s voice is given recognition along with the learner’s beliefs and knowledge.\nEmpowerment: students and teachers are empowered by freeing the classroom of published materials and textbooks.\nRelevance: materials (eg texts, audios and videos) should have relevance for the learners\nCritical use: teachers and students should use published materials and textbooks in a critical way that recognizes their cultural and ideological biases.\n
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there are many more sources from which we can and do pull in content from variety of sources – current, has currency with learners, too (= motivating) as is relevant to them\n fresh, flexible and dynamic\n addressing the needs of each individual learner\n working together with colleagues\n
