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 …show more content…
18). Dogme teaching is strongly learner-focused, by building its input around the student’s growing and developing needs and abilities. Similarly, Emergent Language theories adopt the same bottom-up approach that argue that language learning is a process where language emerges through the use of conversation or speaking. It’s very different to the traditional view, as it places a minimal focus on the use of a textbook/workbook to acquire language. Thus, making language the way it is because of the way it has been used, therefore through the practical use of language, the leaners take notice of what is being said and an understanding …show more content…
Tasks in this approach are activities in which the primary focus is on meaning, there is some kind of information gap, where learners are required to use their own linguistic and non-linguistic resources, which will ultimately produce an outcome that displays the use of language (Richards, 2013, p. 17). Classroom activities are therefore constructed around the students’ need to use specific interactional strategies and may also require the use of specific types of language such as skills, grammar and vocabulary. Through this the students are producing language, even though it may not be right, the teacher can encourage the release of the language then help fill in the gaps. There is no pre-determined grammatical syllabus and the goals are to develop general language ability, rather than the ability to use language in specific contexts and for specific purposes (Boyadzhieva, 2014, p.
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 …show more content…
18). Dogme teaching is strongly learner-focused, by building its input around the student’s growing and developing needs and abilities. Similarly, Emergent Language theories adopt the same bottom-up approach that argue that language learning is a process where language emerges through the use of conversation or speaking. It’s very different to the traditional view, as it places a minimal focus on the use of a textbook/workbook to acquire language. Thus, making language the way it is because of the way it has been used, therefore through the practical use of language, the leaners take notice of what is being said and an understanding …show more content…
Tasks in this approach are activities in which the primary focus is on meaning, there is some kind of information gap, where learners are required to use their own linguistic and non-linguistic resources, which will ultimately produce an outcome that displays the use of language (Richards, 2013, p. 17). Classroom activities are therefore constructed around the students’ need to use specific interactional strategies and may also require the use of specific types of language such as skills, grammar and vocabulary. Through this the students are producing language, even though it may not be right, the teacher can encourage the release of the language then help fill in the gaps. There is no pre-determined grammatical syllabus and the goals are to develop general language ability, rather than the ability to use language in specific contexts and for specific purposes (Boyadzhieva, 2014, p.