Dogme ELT: What do teachers and students think?

Coşkun, Abdullah

doi:10.5861/ijrsll.2016.1445

Cited by 7 publications

(18 citation statements)

References 7 publications

(8 reference statements)

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“…Teaching unplugged also helps students with language, self-development, and cooperative skills. Sayed's research is in line with the study of Coşkun (2017). In Coşkun's research, A2-level (CEFR) students were highly satisfied with the combination of Dogme and traditional lessons in their program, which means that lower-level students are less likely to feel threatened unless the teachers introduce the new approach too abruptly.…”

Section: The Suitability Of Dogme For Students At Various Levelsmentioning

confidence: 58%

“…While teachers cannot get totally separated from the coursebooks and exam-based courses, most of them welcome the application of Dogme. Both native and non-native speakers agreed that Dogme might curb the burden of lesson planning and materials development (Coşkun, 2017). Additionally, Dogme can allow non-native teachers to both follow the textbooks and create the opportunity for them to communicate in English (Xerri, 2012).…”

Section: The Dogme Approach: a Radical Perspectivementioning

confidence: 99%

“…The application of a conversation-driven approach in the classroom allows teachers to adapt to students' levels of proficiency flexibly. Since the introduction of Dogme in 2000, various studies have been conducted to prove its utility for students with different linguistic levels (Coşkun, 2017;Sayed, 2016;Solimani, Ameri-Golestan, & Lotfi, 2019;Xerri, 2012). To prove that Dogme is suitable for beginners, a study by Sayed (2016) examined levelone students in two "Writing One" classes.…”

Section: The Suitability Of Dogme For Students At Various Levelsmentioning

confidence: 99%

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The Dogme Approach: A Radical Perspective in Second Language Teaching in the Post-Methods Era

Nguyen

Hung

2020

JLE

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This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.

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Section: The Suitability Of Dogme For Students At Various Levelsmentioning

confidence: 58%

Section: The Dogme Approach: a Radical Perspectivementioning

confidence: 99%

Section: The Suitability Of Dogme For Students At Various Levelsmentioning

confidence: 99%

See 1 more Smart Citation

The Dogme Approach: A Radical Perspective in Second Language Teaching in the Post-Methods Era

Nguyen

Hung

2020

JLE

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“…Bekaryan (2016) wrote an article "Experimenting with Dogme" focusing on the communicative approach not reliant on coursebooks and advocating conversation-driven communication in the classroom. Coskun (2017) conducted a study in which three university teachers developed and presented a lesson. The participants expressed their opinions positively.…”

Section: Review Of Literaturementioning

confidence: 99%

Practicing Dogme ELT to Enhance L2 Academic Essay Writing Skills

Amjad

Tahir

Qadeer

2019

Int. J. Appl. Linguist. Engl. Lit.

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English language has been a pressing need of people all over the world; so, the experts are making efforts for effective and successful teaching and learning of different language skills through innovations in teaching approaches and methods. As a new teaching approach, Dogme ELT was introduced in 2000, which claimed success and better outcomes in different language teaching areas. Focusing on the claim of this new teaching approach, this study was conducted to explore the effectiveness of Dogme ELT to enhance English language competence in academic writing skills. For this purpose, a Classroom Action Research (CAR) was conducted, and the data was collected through a diagnostic assessment test on the very first day and a final test after Dogme ELT treatment. The collected data was analyzed through qualitative and quantitative methods to record the results of the study. The research participants’ performance in the diagnostics test and in the final test after Dogme ELT treatment shows that this new teaching approach is very effective and successful to enhance English language competence in academic writing skills.

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“…The issue of language in education in South Africa at the turn of the millennium remains heavily contested (Patten, & Newhart, 2018). Apartheid language in education policy infused with unequal language proficiency demands for school learners in the country was replaced in 1997 with a new policy based on non-discriminatory language use and the internationally accepted principle of mother tongue education in the context of a bilingual or multilingual framework (Coskun, 2017). It was designed to guarantee learners the best possible access to and proficiency in another language (English for many learners) alongside the language best known by learners upon entry to school (Maguire, & Delahunt, 2017).…”

Section: Introductionmentioning

confidence: 99%

Languages of learning and teaching in multilingual classrooms: educational use of the African languages

Phajane

2022

Journal for the Education of Gifted Young Scientists

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Black South African learners are registered in Model C schools to receive their education. The language of learning and teaching is English, whilst these learners' English language proficiency is limited. They come from different urban, townships and rural areas, and their home languages are indigenous languages. The study aims to investigate and describe the challenges facing black, English second-language South African learners and to meet their needs by offering suggestions as to how they could be assisted to learn and achieve according to their full potential. The study used qualitative analysis with interview as the main data gathering tool. The participants were teachers purposively selected from the suggested pilot schools. From the phenomenological analysis the data were gathered by means of a literature review, document analysis, interviews, classroom visits and observations. The study has revealed that the black South African learners in Model C schools are faced by numerous challenges owing to their limited English proficiency, and that they do not meet the requirements to pass their grades. Their inability to cope affects their self-esteem and confidence negatively. The learners do not take risks to participate actively during lessons as they tend to avoid embarrassment and being teased by their peers. The study resulted in formulating guidelines and recommendations that will help meet the challenges faced by black South African learners in Model C schools and support them.

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Dogme ELT: What do teachers and students think?

Cited by 7 publications

References 7 publications

The Dogme Approach: A Radical Perspective in Second Language Teaching in the Post-Methods Era

The Dogme Approach: A Radical Perspective in Second Language Teaching in the Post-Methods Era

Practicing Dogme ELT to Enhance L2 Academic Essay Writing Skills

Languages of learning and teaching in multilingual classrooms: educational use of the African languages

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