About Dogme ELT

What participants will learn in this course.

1. How dogme started

Scott will give an overview of Dogme ELT (also known as Teaching Unplugged), how it began, its precedents, and he’ll also demonstrate some of its iconic activity types and show you how to ‘plan’ an unplanned lesson.

  • Some history – how Dogme ELT started
  • Dogme’s forbears: TBLT, CLL, CLT etc
  • Teaching Unplugged
  • Dealing with emergent language
  • Some iconic task-types and lesson shapes

2. Twenty years of Dogme

How has Dogme evolved since its inception? How has it been embraced, rejected, criticised – by practising teachers and the ELT ‘establishment’? Has it lived up to its initial promise? Is it as ‘critical’ as it claims to be? What new theories might underpin it? This session aims to address these questions – and yours!

  • Dogme 20 years later
  • Is it a method?
  • Is it anti-coursebooks?
  • Is it a critical pedagogy?
  • Is it usage-based?
  • Does it work?

3. Dogme Plus — using texts <

One criticism of Dogme is that – in being grounded in ‘conversation’ – it ignores the development of literacy skills, and does not prepare learners for certain more academic registers of English. In this session I will demonstrate how the uses of texts can be integrated into a Dogme approach.

  • Conversation or text?
  • Discourse and genre
  • A text-based syllabus
  • Choosing and using texts
  • An alternative to grammar

4. Dogme 2.0 – integrating technology

Teaching ‘unplugged’ implies teaching without technology – without electricity even! But is dogme really anti-tech? How can technology support dogme principles? What technologies might work best?

  • Ed tech – claims and counter-claims
  • Embodied learning vs web-based learning
  • Blending and flipping dogme
  • Remote emergency dogme?
  • The future of dogme

To qualify for a Certificate of Accomplishment, participants are expected to participate in Forum Discussions.

A note about certificate requirements:
iTDi’s greatest asset is our reputation, and that is based in part on our ability to say that a certificate from us means that teachers did the work during the course and learned what the syllabus said they would learn. Obviously, we can’t guarantee learning, but forum posts at least show that teachers actively participated in the course.

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