An Examination of the Dogme Method of Language acquisition in English Language Teaching

An Examination of the Dogme Method of Language acquisition in English Language Teaching

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Initially Dogme is a filmmaking technique established in 1995 by a group of Danish directors when they tried to create more successful films with fewer preparations. Meddings and Thornbury (2009, 104) state that “Dogme demands that no props are introduced to the authentic film location…and the sole use of hand-held camera”. Eventually this technique was obtained as a teaching method since sometimes teachers may face a lack of materials which can be a loss of electricity source that could affect a lesson based on listening or at least affect photocopying materials for students. When a teacher is asked to do a listening lesson for instance, one of the first things required is a CD player. Being reliant on such materials, the teacher would not be able to proceed the lesson if the required ‘luxuries’ recorder was unavailable. Meddings and Thornbury (2009)
A perspective among inexperienced teachers, should be corrected, that the Dogme teaching method is totally against using teaching materials. According to Meddings and Thornbury (2009) a teacher, using the Dogme English Language Teaching method, should benefit from any teaching facilities have been acquired. However those facilities should not be the main source of teaching dominating the lessons, the teacher has to be in charge of directing the lessons. In other words, course books are not excluded within the Dogme approach but they are used according to some principles the same like all ELT approaches.


The Dogme ELT approach principles:
A Dogme ELT class is based first and foremost on conversations when a lesson starts by eliciting some key points to be discussed by the teacher and the learners. According to Thornbury (2005) learning objectives can be achieved using clas...


... middle of paper ...


...tivated to learn a language. Therefore English Language Teaching methods seem to be designed with a deep focus on motivating the students. As Thornbury (2005) argues that, concerning Dogme ELT, the motivation element is likely to be covered since the learners’ voice has obtained a space in the classroom. In other words, the students ideas and needs are dealt with as a crucial fundamentals of the process. Moreover teachers’ motivation tends to be as important as students’ motivation.

















There have been so many arguments about the Dogme being applied as a teaching method. An Oxford online report states that some contributors argue that Dogme ELT should be considered as a supplementary method. As it applies varieties of possible activities can be processed in the classroom. However it cannot be considered to be stand-alone approach.

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