Abstract
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.
Highlights
A review of second language acquisition (SLA) and pedagogical theories has proven that SLA theories and pedagogical theories have significant and substantial impacts on perspectives and practices in language teaching. Mitchell and Vidal (2001) and Richards and Rogers (2001) believe that approaches and methods in second language teaching have both dynamics and diversity
As an innovative perspective in English language teaching and learning, Dogme is a novel approach from which different aspects need to be investigated concerning students’ and teachers’ perceptions and experimental results should be collected in different contexts
As a newly developed approach first proposed by Thornbury in 2000, there should be a vast amount of research on its different aspects, such as its effectiveness, and teachers’ and learners’ reflections
Summary
This paper aims to critically discuss the Dogme approach, an innovative pedagogy in English language teaching that was first developed by Thornbury (2000). Dogme is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective of the Dogme approach may be that language teachers should not rely solely on prescribed coursebooks, but should instead teach tasks based on learners’ problems and interests. The authors first conduct a critical review of second language acquisition, pedagogical theories, and post-methods era perspectives to express the aims and significance of this article. The authors discuss different aspects of Dogme and figure out the room for Dogme in English language teaching in the post-methods era.
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