Tony Gurr

Posts Tagged ‘dogmetitas (of LONDON)’

Going to the DOGS!

In Classroom Teaching, Guest BLOGGERS, The Paradigm Debate on 02/12/2012 at 9:40 am


I always loved that phrasebut not the idea of “greyhound racing”.

Aren’t the idioms of the English language bloody amazing? And, some people say we do not need “culture” to really LEARN a langwich


Over the past few years (certainly since the publication of Teaching UNplugged by Luke Meddings and Scott Thornbury (in 2009) – lots of ELT professionals have been “going to the DOGME” more and more

Of course, going to the “dogs” is not really the best way to describe what all these “dogmeticians” are up to (unless you believe what you see in that little image).

….I just needed a “sexy” title to draw you all in!


This is a guest post from Laurence Raw – prompted because I suggested that he would indeed enjoy the company of these “dogmetitas“.

He actually wanted to use the title – “On Sitting Down to Read Dogme ELT Once Again” (a title shamelessly borrowed from John Keats’ poem “On Sitting Down To Read King Lear Once Again”)!

But, I am the CBO of allthingslearningso I get the last say!

Dog (teeth close up)


GUEST POST by Laurence Raw

I had come across the idea of Dogme ELT in the past, but had never reflected on it in any great depth until I was described by Tony Gurr as someone who might embrace its basic ideas.

With this in mind, I resolved to look into it a little bit further.

It is both a methodology and a movement, dedicated to principles such as interactivity, engagement, dialogism, scaffolding processes, empowerment, relevance and critical use.  TEACHing should be conversation-driven, using a minimum of materials, and concentrating on emergent language through task-based LEARNing.

Some might argue (and they do) that it represents an anti-establishment approach to language teaching.

New and Shiny (rocket dog)


Scott Thornbury’s 2000 article sets forth the basic principles:

“Teaching should be done only using the resources that teachers and students bring to the classroom”;

“Learning takes place in the here-and-now”;

“Teaching – like talk – should centre on the local and relevant concerns of people in the room …. No methodological structures should interfere with, nor inhibit, the free flow of participant-driven input, output, and feedback”.

I am flattered to be placed in such exalted company.


My basic conception of the classroom experience is based on the principles of interactivity and engagement: LEARNers and educators alike should approach the classroom experience as a shared activity, one whose outcomes might not be identifiable in advance. This is what I understand by the concept of the “here-and-now” – everyone should learn how to adapt to the demands of the moment.

I have to admit, however, that I’m a little worried by the idea of “local and relevant concerns.” Let me illustrate this with two short anecdotes.  In the last week I’ve had two “Aha-moments,” where learners have left me absolutely gobsmacked with what they have produced; the quality of their work was something I could never have predicted.  The more I work with them, the more I realize how little I know or understand about how individuals learn.  While assuming – perhaps too complacently – I understand their “local and relevant concerns,” I discover repeatedly that my assumptions are undercut.

LEARNing, for me…consists of the ability to adapt to shifting concerns, whose relevance changes from moment to moment; this is as significant for educators as it is for LEARNers.

The second “Aha-moment” came when we were working with something I’d last approached five years ago. As we worked, I suddenly understood something about the material that I’d never thought of before. I was inspired; class activities evolved like wildfire; and everyone was exhilarated at the end.


What do such experiences tell me?

Whether you call it “Dogme ELT” or give it any other name, LEARNing – in any type of classroom, not just in language teaching – comprises a recurring sequence of “Aha-moments.”  Educators and learners alike have to strive to create such moments, both through collaboration and a willingness to adapt themselves to changing situations.

I have no idea what my learners’ “local and relevant concerns” are; likewise, my learners don’t understand my concerns.  But we can spend our time in the classroom trying our best to relate to each other in an open, problem-sharing environment. Like Scott (Luke, too) we might describe such exchanges as “input, output, and feedback;”

I prefer not to give them any names.  It’s just the way LEARNng works.


Listening (doggy ears)


If you want to LEARN more about the wicked, wicked ways of these “ELT evil-doers” – why not check out a few of these GREAT BLOGS

…and check out Anthony Gaughan’s süper “unplugged public library” for all the bedtime reading you need!