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Xanadu 2012: The Word |
Category: Articles 2 comments 25 Mar 2005 @ 22:04 by swanny : hhhWord Link = http://education.guardian.co.uk/print/0,3858,5155915-114468,00.html 25 Mar 2005 @ 22:06 by swanny : well thats not workin hmmmm Well heres a bit of it then... This is the word: it's got groove, it's got meaning Language is not a machine, says Luke Meddings. To teach it as if it were would be to make robots of those attempting to learn Friday March 25, 2005 Brace yourselves folks, spring is upon us and along with its showers of soot (I think that's what Chaucer said) I can announce the fifth anniversary of dogme ELT and what else but a brand new analogy to celebrate, more of which later. Although I searched in vain for 'dogme' or anything like it in the glossary of teaching terms for the new Cambridge ESOL teaching knowledge test (TKT), the notion of materials-light, conversation-driven teaching continues to inspire devotion and the odd spot of derision and isn't going to go away. It isn't quite as simple as that, as to these core principles one might add that teaching must be socially-constructed (ie talking about real life), improvisational and student-centred. None of these ideas are exclusive to dogme, but used in combination and as making socially-constructed conversation the motor of the class renders most published materials irrelevant anyway, they form a robust alternative teaching method. Thinking about it, it's not that surprising that dogme ELT hasn't made it into TKT's glossary of "presentation techniques, approaches and introductory activities". Presentation doesn't really come into it - we allow the language to emerge from conversation. As for introductory approaches, we don't need them: the lesson starts with the conversation, and is propelled by it. An approach - well, I've already said it's more of a retreat - from the photocopier and linear learning models. A central characteristic of dogme is that it isn't about delivery, which means that notions of syllabus, whether task-based, notional, structural or lexical, cease to be critical. Instead it's about exploration and discovery, shared by teacher and learners. A central perception is that language can not in fact be delivered, and that deciding on 'exponents' in advance of the conversation is pointless. How often do you practise conversations before you have them - except unconsciously, by having similar conversations about similar things? Other entries in Articles 23 Aug 2022 @ 09:55: Gravity battery ref 23 Aug 2022 @ 09:53: Gravity battery ???. 2 May 2022 @ 06:45: How to Get Quality Dofollow Backlinks 23 Nov 2021 @ 18:26: What is Linkbuilding 25 Jun 2021 @ 15:37: Longitude at sea? 24 Aug 2020 @ 12:42: Climate and ocean 24 Aug 2020 @ 12:37: Climate update Aug 2020 15 Mar 2020 @ 19:11: Hang in.. 29 Jul 2019 @ 16:12: Onward 28 Feb 2019 @ 14:41: Solar Neighborhood pic
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