How Can Dogme And Emergent Language Theories Influence Classroom Practice?

1044 Words Feb 15th, 2015 null Page
How could Dogme and Emergent Language theories influence classroom practice?

Dogme and Emergent Language theories both challenge the traditional teaching methods. A Dogme theory approaches teaching from a ‘materials light’ perspective, with very little to none of the classroom activities coming from a textbook or syllabus (Boyadzhieva, 2014, p. 783). The idea is to get the students’ to become autonomous learners and for them to come to the classroom with their own set of objectives. All tasks are interactional and collaboratively, thus making it crucial that all language used be authentic and meaningful, to cater for its communicative purpose. Emergent theories adopt the same communicative approach, that argue that in the real-world by using language on a day-to- basis and by interacting with people, one will begin to turn ‘input’ into ‘intake’ (Richards, 2013, p. 8). Noticing and attending to the language must occur for intake to happen; this is the argument that is used when it comes to applying these theories to classroom practice. By the teacher using task-based and Student-centred activities, it assists in creating an environment for learners to notice aspects of language to use that are important for developing their interlanguage.

A Dogme approach focuses on Emergent Language; teaching with this approach is not about imposing an external syllabus onto learners, but of encouraging their inbuilt language learning mechanisms and language acquisition agenda…

Related Documents