The Dartmouth Method of ELT and the Greek EFL teacher

Abstract

This paper is a response to the Dartmouth Method of ELT (known as the J. Rassias method: H.H. Stern, 1983:475) designed and conducted by John Rassias in a series of innovative and interactive workshops held in Constantinople (12-15 November 1997), with teachers of English at both High School and University level. The spirit and substance of this article originates primarily from the discussions I had with Professor Rassias after the workshops. I will argue, in this paper, the aspects of his method which could be effectively applied in both Elementary and Secondary/High School Greek education as far as ELT is concerned. To start with, I support that Rassias's approach to teaching, based on dramatic techniques, is ideal, in primarily Elementary School education. The importance of drama and emotions is feasible in relatively small groups of 9-12 year olds: whereas the same dramatic technique is less effectively manipulated by the High School EL teacher working with 30 member groups of more sophisticated Greek teenagers. Furthermore, I propose that the technique of dramatization, stressing the interaction of the cultural features of both mother tongue and English, would be better substantiated with students of Secondary/High School education. Finally, the actor-teacher association triggering motivation via spontaneity could find a realistic basis in only Elementary School education irrespective of the number of pupils . My arguments have been based on empirical work and information drawn from (a) personal participation in authentic classroom ELT situations with both Elementary and Secondary Schools in Thessaloniki (the 45th Primary School of Thessaloniki and the 3rd High School and 3rd Lyceum of Thessaloniki), and (b) personal involvement of ELT at an Advanced level, working with University students with EL courses.