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Dogme ELT or Teaching Unplugged gained its name from Dogme 95 film movement, which rejected the superficiality
and "trickery" of mainstream film-making. In teaching the notion was 1st mentioned by the language education author,
Dogme focuses on emergent language.
Dogme is about teaching which is materials light.
Dogme is about teaching that is conversation driven
Teaching should be done using only the resources that teachers and students bring to the classroom.
The source of all "listening" activities should be the students and teacher themselves.
The teacher must sit down at all times that the students are seated, except when monitoring group
or pair work.
All the teacher's questions must be "real" questions .
Slavish adherence to a method (such as audiolingualism, Silent Way, TPR,etc) is unacceptable.
A pre-planned syllabus of pre-selected and graded grammar items is forbidden.
Any grammar that is the focus of instruction should emerge from the lesson content, not dictate it.
Topics that are generated by the students themselves must be given priority over any other input.
Grading of students into different levels is disallowed.
The criteria and administration of any testing procedures must be negotiated with the learners.
Teachers themselves will be evaluated ,according to only one criterion: that they are not boring.
Here you can find the methodology presentation in the classroom and our commentary on it.
What happens in
•The efficiency of the class can be low
•Very difficult to stick with at low levels
• Not applicable for exam preparation.
•Creates problems for non-native and novice teachers who find textbooks a helpful tool to
•Direction of the lesson is very difficult to predict and control
•Can be very energy-consuming for teachers
•Can face cultural challenges in countries outside Europe
Dogme + Other more traditional methods = Ideal solution
1) Luke Medding’s Dogme Lesson
2) Defining Article by Scott Thornbury
3) Scott Thornbury on Dogme Myths
4) ELT Dogme Discussion Group
5) Additional Reading on Dogme
Little preparation of the class is required
Student-oriented approach, class is based on learners’ experiences, desires and beliefs
Focus on real communication, implies natural behavior from both sides
No fixed control forms
Can be made to work regardless age of learners and the size of the class