Teaching Dogme: Materials-Light, Autonomy-Rich?

C 2020

Teaching Dogme: Materials-Light, Autonomy-Rich?

KUBRICKÁ, Jana

Základní údaje

Originální název

Teaching Dogme: Materials-Light, Autonomy-Rich?

Název česky

Výuka metodou Dogme: Chudá na materiály, bohatá na autonomii?

Autoři

KUBRICKÁ, Jana (203 Česká republika, garant, domácí)

Vydání

1. vyd. Hong Kong, The Teacher´s Role in Developing Learner Autonomy, od s. 154-160, 7 s. Autonomous Language Learning Series, 2020

Nakladatel

Candlin & Mynard ePublishing Limited

Další údaje

Jazyk

angličtina

Typ výsledku

Kapitola resp. kapitoly v odborné knize

Obor

50300 5.3 Education

Stát vydavatele

Hongkong

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

tištěná verze "print"

Kód RIV

RIV/00216224:14640/20:00116008

Organizační jednotka

Centrum jazykového vzdělávání

ISBN

978-1-6592-7135-5

Klíčová slova anglicky

Dogme; autonomy; teaching materials; English for midwives; English for specific purposes

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 20. 4. 2021 21:46, PaedDr. Marta Holasová, Ph.D.

Anotace

V originále

Dogme approach in English Language Teaching is a material-minimalist strategy that puts the learners back at the centre of the learning process and gives them unprecedented amount of control over the content of the lessons. Dogme has thus famously challenged the way we as teachers use textbooks and technology in our lessons. Drawing on the principles of critical pedagogy and humanistic education, proponents of Dogme call for a classroom in which dialogue plays a central role and genuine, authentic topics are sought to engage the learners. Although teaching textbook-free may require little more than a marker and a board as far as props are concerned, Dogme teaching is only seemingly effortless - it puts more strain on the teacher in terms of on-the-spot decision making and responding to the needs of learners on demand. The question that this paper addresses is whether this materials-light and conversation-driven approach inevitably leads to more autonomy on the part of both students and teachers. The author also deals with the constraints she identified while implementing elements of the Dogme paradigm. Finally, examples of Dogme-inspired tasks in the context of tertiary education are provided and the shift in the position of a Dogme-enthusiastic teacher is discussed.

Citovat

KUBRICKÁ, Jana. Teaching Dogme: Materials-Light, Autonomy-Rich? In Kateřina Sedláčková, Barbora Chovancová, Štěpánka Bilová. The Teacher´s Role in Developing Learner Autonomy. 1. vyd. Hong Kong: Candlin & Mynard ePublishing Limited, 2020, s. 154-160. Autonomous Language Learning Series. ISBN 978-1-6592-7135-5.

@inbook{1670489,
   author = {Kubrická, Jana},
   address = {Hong Kong},
   booktitle = {The Teacher´s Role in Developing Learner Autonomy},
   edition = {1.},
   editor = {Kateřina Sedláčková, Barbora Chovancová, Štěpánka Bilová},
   keywords = {Dogme; autonomy; teaching materials; English for midwives; English for specific purposes},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Hong Kong},
   isbn = {978-1-6592-7135-5},
   pages = {154-160},
   publisher = {Candlin & Mynard ePublishing Limited},
   title = {Teaching Dogme: Materials-Light, Autonomy-Rich?},
   year = {2020}
}

TY  - CHAP
ID  - 1670489
AU  - Kubrická, Jana
PY  - 2020
TI  - Teaching Dogme: Materials-Light, Autonomy-Rich?
VL  - Autonomous Language Learning Series
PB  - Candlin & Mynard ePublishing Limited
CY  - Hong Kong
SN  - 9781659271355
KW  - Dogme
KW  - autonomy
KW  - teaching materials
KW  - English for midwives
KW  - English for specific purposes
N2  - Dogme approach in English Language Teaching is a material-minimalist strategy that puts the learners back at the centre of the learning process and gives them unprecedented amount of control over the content of the lessons. Dogme has thus famously challenged the way we as teachers use textbooks and technology in our lessons. Drawing on the principles of critical pedagogy and humanistic education, proponents of Dogme call for a classroom in which dialogue plays a central role and genuine, authentic topics are sought to engage the learners. Although teaching textbook-free may require little more than a marker and a board as far as props are concerned, Dogme teaching is only seemingly effortless - it puts more strain on the teacher in terms of on-the-spot decision making and responding to the needs of learners on demand. The question that this paper addresses is whether this materials-light and conversation-driven approach inevitably leads to more autonomy on the part of both students and teachers. The author also deals with the constraints she identified while implementing elements of the Dogme paradigm. Finally, examples of Dogme-inspired tasks in the context of tertiary education are provided and the shift in the position of a Dogme-enthusiastic teacher is discussed.
ER  -

KUBRICKÁ, Jana. Teaching Dogme: Materials-Light, Autonomy-Rich? In Kateřina Sedláčková, Barbora Chovancová, Štěpánka Bilová. \textit{The Teacher´s Role in Developing Learner Autonomy}. 1. vyd. Hong Kong: Candlin \&{} Mynard ePublishing Limited, 2020, s.~154-160. Autonomous Language Learning Series. ISBN~978-1-6592-7135-5.

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