Scott thornbury dogme pdf

Every teacher has faced difficulties when it comes to the selection of classroom resources. But what if we make our lessons more focussed on the students and less focussed on materials?

The Dogme ELT approach emerged in , following an article by Scott Thornbury in which he criticizes an overdependence on published coursebooks and the overuse of materials. Characteristics of Dogme ELT. Dogme ELT shares and restores characteristics of different approaches to teaching:. Like CLT, Dogme is also characterized by a focus on interaction between learners and teachers and the learners themselves.

The interaction is mediated through talk and facilitated through scaffolding. Both CLT and Dogme place importance on communication with an aim at social interaction. Task-based learning TBL :.

In TBL, the context for the use of language is developed naturally and students are free of language control, which generates more opportunities for free use of the linguistic resources that they already have. A major difference between the Dogme and TBL, however, is the methodology employed in classroom practice: while TBL is largely associated with the performance of tasks, Dogme relies on conversation that occurs naturally amongst teachers and learners.

Humanistic Approaches to Teaching:. Humanistic approaches to teaching support the importance of learner-centred instruction and emphasise that learning only takes place if learners are involved in the process.

To unpack this last principle, Sketchley offered in his talk an overview of the advantages and disadvantages of coursebooks see Tomlinson, His summary ignited a fire in a packed room where there seemed to be fervent supporters and fervent opponents.

The first unsolicited reaction came from a well-known coursebook author. He openly accused the presenter of equating materials to coursebooks only. What is more, this gentleman suggested that, instead, we should think of a materials-rich approach through which we make measured use of coursebooks and other sources not necessarily market- produced.

Other members of the audience jumped in and Sketchley lost his presentation. Without asking to be given the floor to speak, several people voiced their views either in favour of or against coursebooks. After a heated discussion, Sketchley was allowed to continue…for a short time. Literally there was an outcry from most of the audience me included. He lost his talk never to recover it again. Yet, if we remember what Ushioda and McIver state, the presenter was not offering a misrepresentation of Dogme in the ELT domain now.

This near- cult status assigned to Dogme scandalised a good part of the audience. Nevertheless, the principles which underpin Dogme ELT have always been present and are usually found in our classroom practices. It is an invitation to revisit the basics of our job, to scrutinise our resources, and to see that we do not need to depend on coursebooks or an interactive whiteboard to be effective teachers.

We need words and people. And both are endless. References Akbari, R. Postmethod discourse and practice. Banegas, D. Combining marketed coursebooks and teacher-developed materials: reasons, possibilities and implications. Gray, J. The Construction of English. Grossman, P. Thompson Learning from curriculum materials: Scaffolds for new teachers? Hall, G. Exploring English Language Teaching. Abingdon: Routledge. Johnson, K. Kim, L. Ya-Fang, A.

Nava, D. Perkins, A. Smith, O. Soler-Canela, and W. Lu A step forward: investigating expertise in materials evaluation.

McCabe, D. Online Forum Report. McIver, N. A pplied Linguistics in Action: A Reader. Having a good jaw: voice-setting phonology. What can a corpus tell us about discourse? In O'Keeffe A. The Routledge Handbook of Corpus Linguistics. London: Routledge. Paying lip-service to CLT. Reading and writing as arithmetic. October , A Dogma for EFL. Cambridge Better Learning blog. Who's afraid of Virginia Woolf?

The Teacher, 2. Poland , Issue 32, May, Dogme: Dancing in the dark? It is an approach to teaching that is conversation-driven and focuses on emergent language and student needs over materials.

Learning how to make interaction with learners the foundation of your teaching can also help teachers use coursebooks more effectively, create grammar lessons that stick, build literacy, and encourage participation in online lessons. Do you want to… …make your online lessons more satisfying for both you and your students? This course is for teachers who want to learn more about this method, movement or mindset, from the mover and shaker who first conceived it.

In line with the philosophy of Dogme ELT, the specific content of this course will adapt to meet the needs of the teachers who enrol. Due to the hands-on workshop nature of this course, we will only offer two levels of certification.

This 4-week online iTDi Advanced Skills course will bring up to 30 teachers together in our user-friendly iTDi online classroom every Sunday, and then continue throughout the week — sharing, discussing and reflecting in a private, but vibrant, online community.