Skip to main content
padlock icon - secure page this page is secure

Unplugging the teachers: experimenting with Dogme in the ESOL classroom

Buy Article:

$13.00 + tax (Refund Policy)

This article describes the experiences of six ESOL teachers who chose to try out the Dogme approach with their learners in a college in London as part of the practical element of their initial teacher training course. It describes key elements of Dogme, a communicative approach to language teaching which claims that the process of engaging in dialogue enables the learner to acquire more advanced structures and vocabulary. The topics for classroom conversation are chosen by the learners themselves and the teacher takes on the role of facilitator, focussing on the emergent language and selecting the language points to analyse and practise, using the ten 'R' strategies.

The teachers discovered that their learners readily came up with topics to discuss and were able to produce lots of language. The challenge they reported was their own lack of confidence and skill to deal with language as it emerged. The article concludes that the Dogme approach might be particularly difficult for new teachers, but also suggests that it is perhaps a change of mind-set that is the most challenging. Both teachers and learners need to be willing to depart from traditional language teaching methods and roles and adopt a 'different way of being a teacher' and 'a different way of being a learner'.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Publication date: December 1, 2015

More about this publication?
  • Language Issues is the part peer-reviewed journal of NATECLA, the national association for teaching English and other community languages to adults. The journal explores the area between academic research and classroom practice, sharing experiences of teaching, training and management and disseminating research and ideas relating to language, political and social issues. Language Issues comprises articles on published and unpublished research, current studies and pieces of action research relating to ESOL and community languages, language learning theories, methods, materials and learners. Voices from the Classroom brings reflections and experiences from teachers, students and others on topics ranging from bilingualism to testing to poetry in the language classroom. There are also interviews with professionals from the field, reviews and reports. Language Issues looks at broad issues and big ideas and is an invaluable resource for everyone interested in language teaching and learning, both in in the UK and elsewhere in the world. You can subscribe to the journal via the NATECLA website. Publisher: National Association for Teaching English and other Community Languages to Adults.
  • Information for Authors
  • Subscribe to this Title
  • Membership Information
  • Information for Advertisers
  • Ingenta Connect is not responsible for the content or availability of external websites
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more