Relevant bibliographies by topics / Dogme language teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Dogme language teaching'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Dogme language teaching"

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McIver, N. "Teaching Unplugged: Dogme in English Language Teaching." ELT Journal 63, no. 4 (September 14, 2009): 419–21. http://dx.doi.org/10.1093/elt/ccp072.

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Puzatykh, A. N. "ON THE DOGME METHOD OF TEACHING A FOREIGN LANGUAGE." Educational Psychology in Polycultural Space 56, no. 4 (2021): 84–89. http://dx.doi.org/10.24888/2073-8439-2021-56-4-84-89.

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English language teaching has become a global industry where the teaching materials sector is an important component. In many language learning contexts, the textbook is as much an integral part of the school environment as the teacher and students themselves. The textbook itself is usually supplemented by at least a workbook and a DVD. In addition to the textbook, the student is expected to use a variety of teacher-provided handouts in the classroom, and in the digital age will also use a laptop or interactive whiteboard. Therefore, among the professional community, questions have long been raised and continue to be raised about the extent to which educational materials should determine the content of teaching a foreign language, and about the extent to which such ready-made materials really contribute to the creation of an environment of authentic communication. In this context, Thornbury published an article in 2000 challenging the very use of teaching materials in language classes. This is how the term Dogme appeared, which began to be used in the field of teaching foreign languages. He suggested that a foreign language should be taught in the form of authentic communication with minimal reliance on such means as textbooks and the use of information and communication technologies. In such an environment, the students themselves and the teacher are the ones who create the language. Since its inception, the Dogme method has been used by many practicing English teachers around the world. However, it also drew significant criticism from many teachers. This article attempts to review Dogme's approach to teaching English, highlight its advantages and disadvantages, and provide examples of classes based on the Dogme method.
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Nguyen Nhat, Quang, and Hung Bui Phi. "Dogme ELT: A Liberal Perspective in English Language Teaching in the Post-Methods Era." Journal of Language and Education 6, no. 3 (September 30, 2020): 173–84. http://dx.doi.org/10.17323/jle.2020.10563.

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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.
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Amjad, Muhammad, Adnan Tahir, and Ayyaz Qadeer. "Practicing Dogme ELT to Enhance L2 Academic Essay Writing Skills." International Journal of Applied Linguistics and English Literature 9, no. 5 (September 30, 2019): 55. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.55.

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English language has been a pressing need of people all over the world; so, the experts are making efforts for effective and successful teaching and learning of different language skills through innovations in teaching approaches and methods. As a new teaching approach, Dogme ELT was introduced in 2000, which claimed success and better outcomes in different language teaching areas. Focusing on the claim of this new teaching approach, this study was conducted to explore the effectiveness of Dogme ELT to enhance English language competence in academic writing skills. For this purpose, a Classroom Action Research (CAR) was conducted, and the data was collected through a diagnostic assessment test on the very first day and a final test after Dogme ELT treatment. The collected data was analyzed through qualitative and quantitative methods to record the results of the study. The research participants’ performance in the diagnostics test and in the final test after Dogme ELT treatment shows that this new teaching approach is very effective and successful to enhance English language competence in academic writing skills.
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Rion, Nicholas, Karwan Kakabra Kakamad, and Abdulfatah Hasan Fatah. "A Case for A Dogme "Lite" EFL Teaching Approach in Kurdistan." Information Management and Business Review 10, no. 1 (April 10, 2018): 47–55. http://dx.doi.org/10.22610/imbr.v10i1.2147.

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This critical review looks at the present state of ESL/EFL activities in the Kurdistan region of Iraq, with particular attention to the English speaking abilities of students enrolled in English Medium Instruction (EMI) courses in the region's 13 universities, and calls for the consideration of "Dogme" types of communicative language curricula. The critique, based in large part of a recent survey by the British Council, clearly shows that most college freshmen entering EMI classrooms are not adequately prepared to meet the challenges and rigor of studying in the English language. As a consequence, the paper offers a background about the theories and ideas of an alternative communicative language pedagogy known as Dogme. The critique reviews the ideas of Dogme founder Scott Thornbury and provides both a rationale and four-point plan about how a "Dogme Lite" type of curriculum may be introduced into the present English language curriculums used in public schools in the region.
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Yanti, Gina Selvira, and Rafika Nurhidayah. "A scoping study of “Snapshot” teaching framework." Journal on English as a Foreign Language 12, no. 1 (March 9, 2022): 74–96. http://dx.doi.org/10.23971/jefl.v12i1.3438.

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Despite the emergence of Dogme ELT in the 2000s, only small numbers of academic research employing this approach were documented, especially in the context of teaching English Speaking skills in Indonesian higher education. Also, as a response to Indonesian students’ unsatisfied performance in English skills, this study was aimed to introduce and propose an instructional framework using "Snapshot" for college students. As one of the Dogme ELT activities, it hopefully can boost students' motivation, participation, and ability to use the target language orally. Following the scoping study method by Arksey and O’Malley (2005), we gathered data by deriving and concluding theories and practices of research published in 2016 until 2020. As a result, there are thirteen studies on Dogme ELT. From those studies found, we derived and cultivated the implementation of the approach, the perspectives of teachers and students toward the activities, and then presented the proposed framework in teaching English speaking using Snapshot in three stages. Furthermore, the findings indicate that only five out of thirteen studies that empirically utilized and described Dogme ELT in the classroom with mostly favored by both teachers and students. In sum, the proposed framework hopefully can benefit educators in general, ELT teachers, and lecturers in particular.
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Sugiharto, Setiono. "Communicative language teaching as situated practice: Moving beyond dogma." TESOL Journal 10, no. 2 (December 21, 2018): e00433. http://dx.doi.org/10.1002/tesj.433.

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Newman, Dina L., Christopher W. Snyder, J. Nick Fisk, and L. Kate Wright. "Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool." CBE—Life Sciences Education 15, no. 2 (June 2016): ar9. http://dx.doi.org/10.1187/cbe.15-06-0124.

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Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select–format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N = 54), and large-scale beta testing (N = 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use.
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Feitzinger, J. V., M. Hünerbein, R. Kordecki, U. Lemmer, G. Monstadt, and J. Prölβ. "Teaching and Popularizing Astronomy and Space Sciences at the Observatory of the City of Bochum." International Astronomical Union Colloquium 105 (1990): 350–51. http://dx.doi.org/10.1017/s0252921100087145.

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The tasks and aims of the Bochum Observatory are popularization of astronomy and space sciences, and adult education. In general, as a cultural center for natural sciences we must translate scientific nomenclature into the language of the nonspecialist. Astronomy is ideal for presenting the basic facts of scientific methodology and reasoning to the publicA planetarium is the most versatile instrument for teaching basic astronomy and space sciences to the general public as well as to school groups. We take great care to avoid a lecture-like style in the programs. Audience surveys have shown that most visitors don’t want to get the feeling of being educated as in school. Nevertheless, we first have to motivate before we can educate. Instead, most visitors want merely to enjoy astronomy in the pleasant atmosphere of the dome. Consequently, our public planetarium shows contain elements of entertainment. We use many special effects, panoramas, and all-sky projections for a most precise simulation of astronomical phenomena. The audience should get the thrilling impression of witnessing things from close up. For example, they all become passengers on an imaginary spacecraft visiting the rugged terrain of Valles Marineris on Mars, the swirling clouds in Jupiter’s atmosphere, or even the vicinity of a whirlpool-like accretion disc around a supermassive black hole in the core of an active galaxy. We use the potential of the planetarium as an “illusion factory” to increase the visitors’ positive attitude towards astronomy and space travel. Special music, sound, and noise effects add to the impression.
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Hawkins, Samantha. "Perspectives: Guilt, Missed Opportunities, and False Role Models: A Look at Perceptions and Use of the First Language in English Teaching in Japan." JALT Journal 37.1 37, no. 1 (May 1, 2015): 29. http://dx.doi.org/10.37546/jaltjj37.1-2.

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At the start of the 2013 academic year, Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) implemented the guideline set forth in their latest Courses of Study, dictating that English classes “should be conducted principally in English in high school” (MEXT, 2009, p. 8). The new Courses of Study, although not imposing a strict target-language-only rule, are still reflective of the past dogma that takes what Macaro (2001) calls a maximal position wherein the L1 is a necessary evil rather than a pedagogical resource. Teachers and institutions espousing such a view undermine language learning progress by engendering undue guilt for responsive and responsible teaching decisions, inhibiting creative pedagogy, and discouraging teachers from acting as positive and realistic bi/multilingual role models. 日本の文部科学省は、現行版学習要領に記載された「高等学校の英語教育授業を原則として英語で教えること」（文部科学省, 2009, p. 8）という方針を2013学年度に施行した。対象言語のみの使用を徹底するという厳格な規則にはなっていないものの、新学習要領は、Macaro（2001）がmaximal positionと呼ぶ「母語（L1）の使用は教育上の必要悪である」とする考えを反映している。このような見解を広める教師及び教育機関は、柔軟かつ責任ある教育的決断に対して過剰な罪悪感を生み、独創的な教授法を抑制し、教師が積極的で現実的に対応できるバイリンガル・多言語が使いこなせる模範者として活躍することを阻害し、それによって外国語教育の進歩を妨害する。
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Dissertations / Theses on the topic "Dogme language teaching"

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Басов, Віктор Васильович, and Світлана Володимирівна Сергіна. "Сучасні тенденції в методиці викладання англійської мови." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/41397.

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Books on the topic "Dogme language teaching"

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Teaching Unplugged Dogme In English Language Teaching. Delta Publishing, 2009.

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Book chapters on the topic "Dogme language teaching"

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Graham, Patricia Albjerg. "Access: 1954–1983." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0008.

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“I’ll Never go to School with a Nigger!” Dickie, an eighth grader in my social studies class, shouted vehemently as we began to discuss the Brown v. Board of Education case prohibiting segregation in public schools that the Supreme Court had decided a year before, in 1954. Dickie was right; he never did, dropping out of school two years later, before his Virginia public high school began desegregation. I was flabbergasted and appalled by Dickie’s assertion, only gradually coming to realize that my new profession, teaching, was heading on a rocky road to improvement. In September 1955, as a new, navy bride, I began teaching in still segregated Deep Creek High School serving the predominantly low-income white community of the Dismal Swamp in southeastern Virginia. Prepared as I had been by the mushy adjustment curriculum of my Indiana public schools (lots of attention to my deficient social skills, not much to strengthening my intellect), I had zipped through college. I added the teacher training sequence after I became engaged in order to have a saleable skill when I married on graduation day. My five education courses, most of which I thought academically and professionally worthless, required that I memorize the Seven Cardinal Principles, still the reigning dogma, and I did, believing they represented the fuzzy thinking I associated with public education. I lived in a totally white world, never having had a black friend, fellow student, or teacher. Under Virginia law at that time Deep Creek High School was also a totally white high school world, though surrounded by a black community. The drop-out rate was high: 140 students in eighth grade but only 40 high school seniors. When Dickie made his assertion about segregation, I was astounded both by the language and by the sentiment. We did not use such a term in my household, and, innocent that I was, I thought the Supreme Court had decided the year before in Brown v. Board of Education that public schools could not be legally segregated by race.
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Conference papers on the topic "Dogme language teaching"

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Gogoleva, M. A. "Dogme method in teaching foreign language to students of a pedagogical university." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-01-2019-10.

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