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Dogme- Teaching Unplugged

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Snippets from the book by Luke Meddings & Scott Thornbury

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Dogme- Teaching Unplugged

  1. 1. [Teaching ] [snippets from the book by Luke Meddings & Scott Thornbury] amin neghavati neghavati@gmail.com
  2. 2. http://the-round.com
  3. 3. Dogme 95 & Dogme ELT • A filmmaking movement set up by a group of Danish filmmakers who challenged what they saw as cinema’s dependency on special effects, technical wizardry and fantasy. The emphasis on the here-and-now requires the filmmaker to focus on the actual story and its relevance to the audience.
  4. 4. Dogme 95 & Dogme ELT • A teaching movement set up by a group of English teachers who challenge what they consider to be an over-reliance on materials and technical wizardry in current language teaching. The emphasis on the here-and-now requires the teacher to focus on the actual learners and the content that is relevant to them.
  5. 5. Dogme Philosophy • Education is communication and dialogue. It is not the transference of knowledge. Paulo Freire, Brazilian educationalist and author of ‘Pedagogy of the Oppressed’
  6. 6. Dogme Philosophy • The only question asked in a school should be by the pupils. A.S.Neill. Founder of the progressive school ‘Summerhill’
  7. 7. Dogme Philosophy • Success depends less on materials, techniques and linguistic analyses, and more on what goes on inside and between the people in the classroom. Farl Stevick, humanist English language teacher and thinker
  8. 8. Dogme Philosophy • To most truly teach, one must converse; to truly converse is to teach. Roland Tharp & Ronald Gallimore, reforming educationalists and authors of ‘Rousing Minds to Life’
  9. 9. Dogme Philosophy • A good teacher cannot be fixed in a routine…. During teaching, each moment requires a sensitive mind that is constantly changing and constantly adapting. Bruce Lee, kung fu practitioner and film star
  10. 10. Ten Key Dogme Principles • Materials-mediated teaching is the ‘scenic’ route to learning, but the direct route is located in the interactivity between teachers and learners, and between the learners themselves.
  11. 11. Ten Key Dogme Principles • The content most likely to engage learners and to trigger learning processes is that which is already there, supplied by ‘the people in the room’.
  12. 12. Ten Key Dogme Principles • Learning is a social and dialogic process, where knowledge is co-constructed rather than ‘transmitted’ or ‘imported’ from teacher/coursebook to learner.
  13. 13. Ten Key Dogme Principles • Learning can be mediated through talk, especially talk that is shaped and supported (ie scaffolded) by the teacher.
  14. 14. Ten Key Dogme Principles • Rather than being acquired , language (including grammar) emerges: it is an organic process that occurs given the right conditions.
  15. 15. Ten Key Dogme Principles • The teacher’s primary function, apart from promoting the kind of classroom dynamic which is conducive to a dialogic and emergent pedagogy, is to optimise language learning affordances, by, for example, directing attention to features of the emergent language.
  16. 16. Ten Key Dogme Principles • Providing space for the learner’s voice means accepting that the learner’s beliefs, knowledge, experiences, concerns and desires are valid contents in the language classroom.
  17. 17. Ten Key Dogme Principles • Freeing the classroom from third-party, imported materials empowers both teachers and learners.
  18. 18. Ten Key Dogme Principles • Texts, when used, should have relevance for the learner, in both their learning and using contexts.
  19. 19. Ten Key Dogme Principles • Teachers and learners need to unpack the ideological baggage associated with English Language Teaching materials- to become critical users of such texts.
  20. 20. Three core precepts • Dogme is about teaching that is conversation-driven. is materials-light. focuses on emergent language.
  21. 21. ‘The importance of interaction in not simply that it creates learning opportunities, it is that it constitutes learning itself.’ Dick Allwright
  22. 22. Conversation-driven • Conversation … – is language at work. – is discourse. – is interactive, dialogic and communicative. – scaffolds learning. – promotes socialism.
  23. 23. ‘Communicative competence is a much wider concept than accuracy. Learn to value fluency, confidence and imagination as well as accuracy. Recognise that accuracy will, whatever methodology is employed, always be the last element of competence to be acquired.’ Michael Lewis
  24. 24. Conversation-driven • In a task-based approach, the teaching-learning cycle starts with a fluency activity, and the learner’s production forms the raw material for subsequent language-focused work. • In fact, a Dogme approach shares many of the beliefs and features of a task-based approach.
  25. 25. Conversation-driven • Traditional language teaching: – analysis and production of sentence-level language features, e.g. verb tenses. • The Dogme Approach: – analysis and production of larger stretches of language (ie discourse), e.g. connected talk.
  26. 26. ‘Language always happens as text, and not as isolated words and sentences. From an aesthetic, social or educational perspective it is the text which is the significant unit of language.’ Gunther Kress
  27. 27. Conversation-driven A Dogme approach favours conversation: not just as the end, but as the means of language learning. How?
  28. 28. Conversation-driven • By making the classroom a discourse community in its own right, where each individual’s identity is validated, and where learners can easily claim the right to speak. • A conversational mode of classroom talk would seem to be better suited to establishing such a community than would a didactic one.
  29. 29. Materials-light
  30. 30. Materials-light • Basic principles for a whole language approach: (Ynonne & David Freeman)  Learning goes from whole to part.  Lessons should be learner-centred because learning is the active construction of knowledge.  Lessons should have meaning and purpose for learners now.  Learning takes place in social interaction.  Reading, writing, speaking and listening all develop together.  Lessons should support learners’ first languages and cultures.  Faith is the learner expands learning potential.
  31. 31. ‘Students themselves are in a unique position to look for relevant resource materials. They know what their own needs and interests are.’ David R. Hall
  32. 32. Focus on Emergent Language • Uncovering vs. covering (John Wade’s experience) • Communication vs. code • Process vs. product • Emergence vs. acquisition • Second language vs. first language • Responsive teaching vs. pre-emptive teaching
  33. 33. ‘The class is not a class in the traditional sense, but a meeting- place where knowledge is sought and not where it is transmitted. Paulo Freire
  34. 34. Focus on Emergent Language • Ten crucial strategies to encourage learners to engage with emergent language: Reward emergent language! Retrieve it! Repeat it! Recast it! Report it! Recycle it! Record it! Research it! Reference it! Review it!
  35. 35. http://www.amazon.com/dp/1905085192 http://www.deltapublishing.co.uk/titles/methodology/teaching-unplugged Why not buy the book?
  36. 36. Unplugged Websites & Blogs • http://www.thornburyscott.com • http://lukemeddings.wordpress.com • http://www.thornburyscott.com/tu/portal.htm • http://www.teachingenglish.org.uk/seminars/20-steps- teaching-unplugged • http://teachertrainingunplugged.com • http://www.mikejharrison.com
  37. 37. neghavati@gmail.com

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