16 thoughts on “IATEFL 2010 Talk – Dogme”

  1. Nice presentation! Dogma I do think interesting but I’m quite doubtful how its gonna work with beginners, elementary and pre-int levels. What’s your thought on that?

  2. Akther, Dogme is interesting indeed, but it’s also what alot of teachers already do without labelling it as such. I think it works wonderfully for low levels because there’s just so much they want to say and can’t. Helping them to say the things they need/want to can bring about such amazing results. I once did a month of Dogme lessons with an elementary class, and by the end of four weeks, they were comparing the standard of living in their countries bersus the UK. At the end of the course, we looked at the content page of their assigned coursebook (which we didn’t use of course) and realised that we had covered everything they were meant to cover and much more! And all in a practical, student-led way! Quite amazing…!

  3. Great presentation! I’m a new teacher and the more I learn about Dogme, the more excited I feel about applying its principles in my teaching. I really like your enthusiasm, it’s contagious!

  4. I’ve been meaning to watch this presentation for ages and finally managed it today after you mentioned it in a blog comment. It’s a really enjoyable presentation with lots of interesting insights into what goes on in a Dogme classroom!


  5. Hi Chia,

    I see cream, what a fun !

    Dogyou…sorry dogme…finally let’s say dogma as you’ve pronounced in the presentation. I have really liked the way you have presented. Your voices were clear and audible although you had not use the microphone.

    I really enjoyed your presentation that has dealt with dogme research project from its history to how you have assessed.

    I drank a lot last night, hang over..ha ha ha collocation

    you have made the students engage in the things they were interested….. alcohol and mobile phones..The learners have actively participated in the knowledge making.

    Useful findings you have got through the research. The findings need to be replicated by us as well in the language classroom.

    Thanks for a wonderful presentation.


  6. Thank you for this magnificent presentation! your voice, enthusiasm and the way you put your message across made me be hooked on the presentation from the very beginning, well done!

  7. Glad I’m not the only one who mispronounced Dogme for ages! Really enjoyed watching this recording. I haven’t tried pure Dogme yet. Only materials-light semi-Dogme. Even so, one student enquired as to why I don’t give them any hand-outs when I was especially light for the first few lessons with a new group! I’m currently teaching ESOL pre-intermediate. We have an hour class, then 15 min break, then another hour of class. They are mostly trying to learn enough English to be able to get a job. It’s my first time to teach ESOL so I’m still feeling my way, trying to find the best way to help them get what they want. Luckily there isn’t a set coursebook, just a syllabus of things to be covered (basically a list of grammar and vocabulary points). So it’s been easy to be materials light. As I say, I’ve not tried the pure Dogme approach. In previous jobs, it wasn’t “alllowed” and this one, I could, I have complete freedom, but I haven’t taken that plunge yet. When you say go in with just a board pen….can I bring in a ball and some mini white boards as well?! Hehe. But how do you balance the requirements of the syllabus with the pure Dogme approach? I haven’t got my head around that yet. What kind of explanation do you give the students at the beginning?

    I feel like I’ve found your blog at a very timely time, it’s exactly what I need at the moment, in my current teaching situation, and it’s been very helpful. So thank you very much! 🙂


  8. Is Dogme simillar with the CLL(Community Language Learning) Method? I feel like this method is CLL and CLT (communicative approach) together~
    I will try to use this method in my korean class too..~^^ Thank you~

    1. Not quite, Hyang.
      CLL/CLT promote the use of interaction and communication in the classroom with the knowledge that it is through communicating, practising and using the language with a focus on meaning that languages are learnt.

      However, CLL/CLT do not state that the communication has to be about things that students are interested in or want to talk about, and often the communication is used as a practice for some grammar or lexical point that had been presented earlier in the lesson.

      Dogme takes CLL/CLT a step further by emphasising the importance of real genuine authentic communication that is driven by students and not the teacher or the coursebook. Conversations (like in real life) move from one topic to another and language is not fed in before, but emerges from the output students produce. Correction work is done and new language is fed in to help students make their point better, and through this, the language ability of the student improves.

      Most importantly, the biggest difference between the very general term CLL/CLT and Dogme is that CLL/CLT are not adverse to basing their syllabus and lessons on course books, whereas Dogme is materials light and bases the lessons on the students needs, wants and interests rather than what is in the next chapter of a book.

      Hope this helps.


      1. I have just read your reply~ Thank you for your kind explaination! Now I am more interested in Dogma~ I will try to find more informations about this method! Thank you~

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