What Exactly is the Dogme Method in ELT?

What Exactly is the Dogme Method in ELT?

By Janpha Thadphoothon  

Hello! I’m Janpha, and today I’m excited to share my thoughts and research on a teaching approach that’s been making waves in the world of English Language Teaching (ELT) – the so-called Dogme Method.  This intriguing name caught my attention the first time I saw it.

So, what do we know about this method?  

Dogme is a communicative approach to language teaching that strips away reliance on textbooks, focusing instead on genuine interaction and conversation in the classroom. It emerged from the work of Scott Thornbury, who suggested that real learning happens when students and teachers engage in authentic communication.  

You may be wondering, what makes Dogme different from other methods? (Certainly different from the Grammar-Translation method and ALM) At its heart, it’s about conversation-driven learning – language unfolds through discussions, not just through rigid lesson plans. You learn the language by talking to people. It’s part of what some refer to as "materials-light" teaching. This means there’s less dependence on traditional resources like textbooks, and more emphasis on student-generated content. Sounds simple, right? But it’s a powerful shift in the way we think about teaching languages.  

The Key Principles of the Dogme Method

Now, let’s take a closer look at the key principles that make Dogme tick. These principles reflect Dogme’s emphasis on communication, learner engagement, and the natural emergence of language in the classroom:

1. Interactivity  

 At the heart of Dogme is interactivity (Michael Long would agree with this, I think) —both between teachers and students, and amongst students themselves. It’s believed that the most direct route to learning happens through these interactions. Real conversations drive the learning process forward, creating meaningful opportunities for students to use language in authentic ways.

2. Engagement  

Dogme encourages students to take an active role in their learning by creating content themselves. When learners are involved in generating the material, they are naturally more invested and engaged in the lesson. This self-created content reflects their own interests and experiences, making it more relevant and meaningful.

3. Dialogic Processes  

Learning is seen as a social, dialogic process. Knowledge isn’t something that is passed from teacher to student—it’s co-constructed through dialogue. As students and teachers exchange ideas and perspectives, they build new understanding together, which leads to deeper learning.

4. Scaffolded Conversations  

 In Dogme, learning happens through carefully scaffolded conversations. The teacher plays a crucial role in guiding these discussions to ensure that new language emerges in a structured way. This scaffolding helps learners build on their current knowledge and push their language skills to the next level.

5. Emergence  

A key tenet of Dogme is that language and grammar emerge from the learning process, rather than being taught in a pre-determined, linear fashion. This approach mirrors how language is learned naturally, with students acquiring vocabulary, grammar, and structures as they communicate and interact.

6. Affordances  

 The teacher’s role in a Dogme classroom is to create and maximize opportunities for language learning. This means being attuned to moments where language naturally emerges and directing students’ attention to those affordances, helping them notice and use new language in real time.

7. Voice

 The learner’s voice is central in Dogme. Their beliefs, knowledge, and experiences are given recognition and space in the classroom. Students are encouraged to express themselves freely, which not only empowers them but also helps the teacher tailor lessons to the learners’ needs.

8. Empowerment  

 Both students and teachers are empowered by the Dogme method. By freeing the classroom from the constraints of textbooks and pre-set materials, Dogme allows for more autonomy and creativity in learning. This empowerment fosters a sense of ownership in students, making them more proactive in their language development.

9. Relevance 

Materials, when they are used, should be relevant to the learners’ lives and interests. Whether it’s a video, a text, or a conversation topic, the content should resonate with the students, making it more likely that they will engage with it on a deeper level.

These principles are what give the Dogme method its unique identity, focusing on interaction, learner autonomy, and language that emerges organically. Each principle works together to create a dynamic, responsive classroom environment where communication is at the forefront.

Criticisms of the Dogme Method

As with any innovative method, Dogme has its critics. Some common points of criticism include:

1. Overly Idealistic
   Critics argue that Dogme’s reliance on spontaneous conversation and emergent language is too idealistic. In many classroom settings, especially with beginners or in exam-driven contexts, students may need more structured input and guidance to succeed.

2. Anti-Materials Stance
   Some view Dogme’s rejection of textbooks and other materials as extreme. While Dogme claims to be “materials-light,” some teachers feel that it unnecessarily limits the use of helpful resources, especially in areas like listening practice, reading skills, or grammar instruction.

3. Cultural and Contextual Bias
   There are concerns that Dogme, which originated in Western contexts, may not work as effectively in other cultural settings where different learning styles and expectations exist. For example, in cultures where rote learning is the norm, Dogme’s fluid, conversation-based approach might clash with established teaching and learning practices.

4. Potential for Teacher Burnout
   The method’s demand for constant creativity and adaptability can lead to teacher burnout. Without the support of textbooks or a structured syllabus, teachers are responsible for generating all the content and managing the learning process on their own, which can be exhausting over time.

Scott Thornbury’s Own Revisions
Even Scott Thornbury, the creator of the method, has revised his stance on certain aspects of Dogme. In a 2020 interview, he acknowledged that the method’s strong focus on conversation might have been overstated, and that incorporating more “text-driven” approaches—both written and spoken—might better serve some learners. This has led some to question the method’s foundational principles.

My Personal Take on the Dogme Method

I personally see the Dogme method as more than just a teaching approach—it feels like a liberal movement aimed at freeing us from the dogma of rigid methods, where educators are expected to strictly follow a syllabus or curriculum. Dogme pushes back against the notion that teaching must adhere to a set, predetermined path, and instead invites more spontaneity, interaction, and learner-driven content.

Despite its liberating stance, the method has faced a fair amount of criticism, with some even laughing it off as unrealistic. However, after discussing the method with my students, I realized it actually fits well with their learning preferences, especially in the age of AI. With artificial intelligence becoming more integrated into education, students now enjoy the freedom to learn anything, anytime, and anywhere. AI agents can engage with them on a variety of topics in different modes, offering the kind of flexibility and personalization that the Dogme method naturally promotes.

My personal take on the Dogme method is also that it emphasizes self-driven learning, placing a strong focus on student autonomy and self-reliance, which aligns well with the core principles of Dogme. By positioning the learner at the center, you're highlighting the importance of self-motivation and the capacity for students to teach themselves—qualities that are especially relevant in the age of AI. This reflects an empowering view of education, where learners take charge of their own progress rather than passively following a structured curriculum. I don't know but this may be a shift towards more personalized, flexible learning, which can be highly effective when supported by AI tools that allow students to engage with content on their own terms.

In this regard, it resonates deeply with the learning in the 21st century - because it fosters independence, allowing learners to engage in self-directed discovery. This not only makes learning more meaningful but also builds skills that are crucial for lifelong learning. As we know and recognize, education should not be about following rules but about encouraging creativity and exploration.

References

Thornbury, Scott (February–March 2000). "A Dogma for EFL" (153). IATEFL Issues: 2. Retrieved 2009-06-23. 

Thornbury, S. (2005). Dogme: Dancing in the dark. Folio, 9, 3-5. Available online at
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Thornbury, S. (2009). Dogme: Nothing if not critical. Retrieved 8 Oct 2024 from https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/dogme-nothing-if-not-critical

Wikipedia contributors. (n.d.). Dogme language teaching. Wikipedia. Retrieved October 8, 2024, from https://en.wikipedia.org/wiki/Dogme_language_teaching#:~:text=Dogme%20is%20a%20communicative%20approach,language%20education%20author%2C%20Scott%20Thornbury

Zhang, C. (2023). A Review of Dogme Approach: Principles and Practices. International Journal of Linguistics, Literature and Translation, 6(7), 51–57. https://doi.org/10.32996/ijllt.2023.6.7.6

Janpha Thadphoothon is an assistant professor of English Language Teaching (ELT) at the International College, Dhurakij Pundit University in Bangkok, Thailand. He holds a certificate in Generative AI with Large Language Models issued by DeepLearning.AI. His research interests include the intersection of language, technology, and cognition.