ON THE DOGME METHOD OF TEACHING A FOREIGN LANGUAGE

Abstract

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.