Teaching Dogme: Materials-Light, Autonomy-Rich?

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

Basic information

• Original name: Teaching Dogme: Materials-Light, Autonomy-Rich?
• Name in Czech: Výuka metodou Dogme: Chudá na materiály, bohatá na autonomii?
• Authors: KUBRICKÁ, Jana (203 Czech Republic, guarantor, belonging to the institution).
• Edition: 1. vyd. Hong Kong, The Teacher´s Role in Developing Learner Autonomy, p. 154-160, 7 pp. Autonomous Language Learning Series, 2020.
• Publisher: Candlin & Mynard ePublishing Limited

Other information

• Original language: English
• Type of outcome: Chapter(s) of a specialized book
• Field of Study: 50300 5.3 Education
• Country of publisher: Hong Kong
• Confidentiality degree: is not subject to a state or trade secret
• Publication form: printed version "print"
• RIV identification code: RIV/00216224:14640/20:00116008
• Organization unit: Language Centre
• ISBN: 978-1-6592-7135-5
• Keywords in English: Dogme; autonomy; teaching materials; English for midwives; English for specific purposes
• Tags: International impact, Reviewed

Abstract

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.