Name: Ben Green Candidate Number: 008 Centre: CLIC International House, Seville Centre Number: ES068
Professional evelo!ment "ssi#nment $P"% Part B: Learners
Dogme with Lower-level
Contents: 3-5
Background
Principles and Defnitions
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!dvantages and Disadvantages
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5 "h# $%ve chosen Dogme &or this group o& learners
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'()ectives o& this e*periment
&' + ,ow $ $ntend to implement Dogme + Post Lesson valuation
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P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners
Possi(le !daptations and /uture 0se .
Bi(liograph#------------------...----------1 !ppendices !ppendi* !: Student /eedba) on 1et+od-----------.--... 2 !ppendi* B: Peer observer on 1et+od-------------.-...-. 4 !ppendi* C: Lesson Plan-----------------.---..
"ord count: 6.
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners 2
Background:
3 Even this room holds a thousand stories you could include…..” Lars 4on 5rier o#me ori#inated from S)ott 5+ornbur7s arti)le A Dogma for EFL´ in 2000, *+i)+ ar#ued t+at an over'relian)e on !ublis+ed materials *as sti9in# t+e ver )ommuni)ative a!!roa)+ t+at t+e are desi#ned to en)oura#e. It #ot its ins!iration from t+e *orld of lm, s!e)i)all a #rou! of anis+ lm'maers lead b Lars 4on 5rier *+o t+emselves *ere res!ondin# to t+e over relian)e on te)+ni;ue and stle in t+e lm industr in t+e mid'<<0s. In terms of its use inside t+e )lassroom it is a *+oll student')entred a!!roa)+. 5+ornbur $2000: 2% believes t+at =The language focus should emerge from, and not determine, the communicative needs of the learners. = o#me EL5 vie*s lan#ua#e a);uisition as an emer#ent and )om!le( !+enomenon, so)iall motivated and de!endent on t+e )on)erns, interests, desires and needs of t+e user. En#a#in# learners in a L2 dialo#ue fosters L2 a);uisition in t+e !urest >ras+en sense of t+is notion $>ras+en <8%. It +a!!ens in t+e ba)#round, emer#es slo*l, *it+out ostentatious tea)+in# tain# !la)e. 5+erefore, an attem!t to )ontrol it from t+e outside $for instan)e b means of a !res)ribed te(tboo% is futile. 5+e antit+esis of o#me EL5 is to allo* im!orted #rammar'driven materials to rule tea)+in#, and in e?e)t, redu)e learners to !assive )onsumers of 3 grammar Mcuggets” as 5+ornbur )alls t+em. 5+e abundan)e of tea)+in# materials results in treatin# t+e lan#ua#e as somet+in# )omin# from outside, rat+er t+an somet+in# )omin# from inside, i.e. a tool for self' e(!ression. B brin#in# t+e so)io')ultural as!e)t of lan#ua#e ba) into t+e forefront of tea)+in#, o#me EL5 is a +umanisti) a!!roa)+ *+i)+ )a!tures lan#ua#e as a means for self'e(!ression, )om!letel lo*erin# t+e students a?e)t lter and )reatin# t+e t!e of environment t+at is most )ondu)ive to lan#ua#e a);uisition. Lan#ua#e learners are, after all, individuals and t+eir learnin# #oals are dened b *+at t+e learner *is+es to e(!ress. 5+is means t+at t+e +ave t+eir o*n uni;ue and !ersonal learnin# sllabuses. 5+erefore, o#me EL5 forbids an !re'sele)ted sllabus of #rammar or le(i)al'notional items. Instead, lan#ua#e learnin# is to +a!!en t+rou#+ so)ial intera)tion and dialo#ue. Principles and Defnitions o& Dogme:
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners @
5+ese are t+e !rin)i!les of o#me: $ada!ted from 5+ornburs vo!s of chastity 2000:@&%
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5ea)+in# s+ould fo)us on t+e learner7s needs and obAe)tives ' not be driven b e(ternal resour)es su)+ as )ourse boos. esour)es ou#+t to be !rovided b or #enerated b t+e students or *+atever +a!!ens to be in t+e )lassroom or to +and at t+e moment. 5+e lesson s+ould be #uided b t+e environment and surroundin#s, if ou *ant to do a lesson on trees t+en #o outside. 5+e tea)+er a)ts as t+e fa)ilitator and is on t+e same level as t+e students, !arti)i!atin# full in t+e !ro)ess. eal lan#ua#e and )ommuni)ation s+ould be used at all times. 5+ere s+ould be an a)tual need to )ommuni)ate somet+in# of interest bet*een all t+e !arties. 5+e tea)+er must sit do*n at all times t+at t+e students are seated, e()e!t *+en monitorin# #rou! or !air *or $and even t+en it ma be best to !ull u! a )+air%. In small )lasses, tea)+in# s+ould tae !la)e around a sin#le table . Grammar e(!lanations arise naturall from t+e lesson and are not t+e reason for it. 5+e s+ould not dominate t+e )lass or tae u! too mu)+ of t+e lesson time. Levels of students are not #raded: students s+ould be free to Aoin t+e )lass t+at t+e feel most )omfortable in, *+et+er for so)ial reasons, or for reasons of mutual intelli#ibilit, or bot+. "s in ot+er forms of +uman so)ial intera)tion, diversit s+ould be a))ommodated, even *el)omed, but not !ros)ribed. 5+e )riteria and administration of an testin# !ro)edures must be ne#otiated *it+ t+e learners. 5ea)+ers t+emselves *ill be evaluated a))ordin# to onl one )riterion: t+at t+e are not borin#.
!dvantages
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Students s+ould feel in )ontrol of t+eir learnin# !ro)ess and )onse;uentl be more motivated. 5+eir a?e)tive lter s+ould be lo*ered and t+e *ill be more o!en to learnin# as t+e to!i) +as been )+osen b t+em and t+e )an see t+e immediate benet of usin# t+e lan#ua#e in a natural settin#.
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners
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/rom t+e tea)+er7s !oint of vie* t+ere is t+e bi# advanta#e of little or no lesson !re!aration. 5+e tea)+er is not reliant on +avin# t+e materials to +and and is t+erefore able to ada!t to *+atever situationDenvironment t+e nd t+emselves in. 5ea)+ers ma feel liberated from t+e stru)ture of a )ourse boo and subse;uentl t+is )ould in)rease t+e motivation for t+e tea)+er.
Disadvantages
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Students ma not understand t+e a!!roa)+ or ma feel un)omfortable usin# it. Es!e)iall if t+e are more a))ustomed to traditional tea)+in# met+ods. Ne* tea)+ers es!e)iall ma be e(tremel uneas about t+e !ros!e)t of abandonin# t+e se)urit of a te(tboo. 5ea)+ers ma be )onstri)ted b t+eir o*n s)+ools sllabus and not +ave t+e freedom to use t+is met+odolo#. It redu)es t+e aut+orit of t+e tea)+er *+i)+ ma mae some tea)+ers and students uneas. 5+is is es!e)iall true in some )ultures *+ere t+e tea)+er is +eld in #reat res!e)t $i.e. 5+e /ar East% o#me ma not be a!!ro!riate for all t!es of )lasses so alt+ou#+ it is #ood for tea)+in# students )ommuni)ative sills it is not a!!ro!riate for students studin# for a s!e)i) e(am. o#me ma *or initiall but self #enerated ideas ma soon be e(+austed *it+ students !referrin# to return to t+e stru)ture of t+e )ourse boo and more traditional met+ods of learnin#.
"h# $ have chosen to use Dogme with this group o& learners:
5+e reason t+at I +ave )+osen to e(!eriment *it+ t+e o#me EL5 a!!roa)+ +as been in9uen)ed b a fe* fa)tors. /irstl, m )urrent tea)+in# )onte(t is ver mu)+ fo)ussed on e(am !re!aration *+i)+ itself is ver restri)tive in terms of usin# materials t+at are not obviousl of benet to t+e e(am. 5+erefore I believe it *ill be interestin# to e(!eriment *it+ a met+odolo# t+at is t+e )om!lete o!!osite. Se)ondl, *+ilst readin# about o#mes !rin)i!les I started to re9e)t on t+e value of m tea)+in# !ra)ti)es and +abits. I believe t+at an EL5 develo!ment t+at en)oura#es me to re'evaluate m o*n tea)+in# is an instrument for self' im!rovement and in)reased motivation. F+en I rst +eard about o#me a fe* ears a#o I +ad rat+er ne#ative rea)tion to it believin# it to be not+in# more t+an an o)ial name for *in#in# it. I *as also not a little a!!re+ensive of tea)+in# *it+out t+e safet net of )ourse boos or !re'!re!ared materials. 5+is +as #iven *a to ;uestions about t+e amount of !+oto)o!ies I brin# to t+e )lassroom and +o* I let
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners &
t+em be)ome a lter bet*een me and m students. It made me realie t+at !er+a!s I +ave be)ome too de!endent on tea)+in# materials, sti9in# students real learnin# o!!ortunities, and it *ould be interestin# to see if $and +o*% I )ould tea)+ e?e)tivel *it+out usin# +andouts or te)+nolo#. 5+irdl, I a#ree *it+ >ras+ens t+eor t+at +avin# a lo* a?e)tive lter aids learnin#. In m resear)+, it seems t+at o#me is one of t+e #reatest advo)ates of lo*erin# t+e a?e)tive lter to en+an)e learners level of lan#ua#e a);uisition. 7he o()ectives &or the e*perimental lesson8
5+e )lass I +ave )+osen for t+e e(!erimental lesson is a !re'intermediate )onversation #rou! it is an additional )lass *+i)+ students tae alon#side t+eir main )lass. 5+e lessons are t+erefore less restri)tive and t+ere is no set sllabus. /or t+is reason I believe it *ill be ideall suited to a o#me' t!e lesson. 5+e #rou! are e(tremel motivated and I believe t+e *ould be ;uite o!en to ne* ideas. It *ill be interestin# to see +o* t+e rea)t to a lesson format di?erent from *+at t+e +ave been used to, and if o#me EL5, !roves *orable in t+is tea)+in# )onte(t. 5+e obAe)tives of t+e e(!erimental lesson are t+erefore, as follo*s: • • • • •
5o test fa)e validit of o#me EL5 met+odolo#: 5o see to *+at e(tent t+e students are en#a#ed in t+e lesson 5o re9e)t if t+e enAo o#me'lie tea)+in# and learnin#. 5o test if o#me EL5 is a!!li)able to lo*er level students. 5o see if I )an e?e)tivel )o!e *it+ emer#in# lan#ua#e and in)or!oratin# it into on't+e's!ot )reated a)tivities.
I intend to measure t+ese obAe)tives of t+e e(!eriment b means of a sim!le ;uestionnaire t+at students *ill be ased to )om!lete after t+e lesson. I *ill also as an e(!erien)ed )ollea#ue to observe t+e lesson and feedba) +is remars re#ardin# t+e obAe)tives after t+e lesson. I felt t+at )reatin# a rela(ed atmos!+ere and +andin# )om!lete )ontrol of t+e lesson to t+e students *ould be a #ood )onden)e boost for t+ese !re'intermediate students. F+ile some students $e.#. Js)ar% are al*as ver ;ui) to ans*er and are ver ima#inative *it+ t+eir ideas, ot+ers $su)+ as 1aria Kose% seem relu)tant to e(!and mu)+ *+en s!eain#. It *ould be interestin# to see +o* t+e students rea)t to t+e )ontent of t+e )lass. ,ow $ intend to implement Dogme
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners 6
"fter resear)+in# o#me I dis)overed t+at t+ere are a variet of te)+ni;ues t+at )an be used to tea)+ a o#me stle )lass. I +ave )+osen to use an idea t+at *as su##ested in 5+ornburs $200<% Teaching "n#lugged. It involves students usin# obAe)ts t+at t+e +ave on t+em *+en t+e enter t+e )lassroom in a form of s+o* and tell. I believe t+is met+od *ould *or *ell *it+ t+is #rou! of students as t+e enAoin# s!eain# about t+eir !ersonal lives and e(!erien)es, so t+is *ill #ive t+em a #ood o!!ortunit to do t+is and !er+a!s e(!and on t+ese ideas more. It *ill also enable t+em to *or on t+eir ;uestion forms, *+i)+ is somet+in# t+e often +ave !roblems *it+. Post-lesson evaluation 9544
;trengths and weaknesses o& the lesson:
Certain as!e)ts of t+e lesson *ent *ell. 5+e students seemed to enAo +avin# t+e o!!ortunit to s!ea about t+eir items and t+e students *ere #enuinel interested in ea)+ ot+ers obAe)ts. /ortunatel, t+e students obAe)ts *ere diverse and +ad interestin# enou#+ stories t+emselves to maintain )onversation and a *ide variet of lan#ua#e emer#ed naturall enou#+ from t+em, *+i)+ *as re*ardin#. /or e(am!le one student !rodu)ed a small bo( of s*eets t+at *ere a !resent from +er bofriend *+o s+e +ad met over t+e Internet. So t+e )onversation moved to t+e !ros and )ons of meetin# !eo!le over t+e Internet and I *as able to board a lot of lan#ua#e to do *it+ relations+i!s. 5+e !a)e of t+e )lass *as s*ift and t+e feedba) from t+e students *as #enerall !ositive *it+ )omments su)+ as 3entertainin#, and 3I +ad a lot of o!!ortunities to s!ea 1 )ollea#ue *rote t+at t+e students seemed to be en#a#ed at all !oints, and didnt seem )onfused or bored at an sta#e. "s a tea)+er I realied t+at I *as learnin# a lot about t+e students lives and !ersonalities and t+e students *ere more o!en to s+arin# more !ersonal information, *+ereas in t+e !ast dis)ussions +ave tended to be fo)used on more abstra)t debates or ;uite bland to!i)s su)+ as dail routines or favourite lms. I believe I )ould +ave done a lot more *it+ t+e emer#ent lan#ua#e and alt+ou#+ a lot of vo)abular *as boarded, it *ould +ave been interestin# if I +ad #one more out of m )omfort one and looed at some fun)tional lan#ua#e. /or e(am!le one student !rodu)ed some medi)ation t+at s+e *as tain# *+i)+ lead to some medi)al le(i)al items. Ho*ever, I )ould +ave develo!ed t+is furt+er b looin# at lan#ua#e for #ivin# advi)e or !ossibl a role !la for asin# for a !res)ri!tion in a !+arma). 5o*ards t+e end of t+e )lass t+e students did a!!ear to be runnin# out of steam a little *+i)+ mi#+t not +ave been t+e )ase If I +ad run *it+ one of t+e obAe)ts and develo!ed it furt+er. 5+is is somet+in# I *ill do t+e ne(t time I do t+is ind of lesson.
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners M
Possi(le adaptations and &uture use:
In future students )ould !re!are a bit more and brin# in obAe)ts *it+ an interestin# +istor for t+e ne(t )lass. Jne of t+e students remared t+at +e *ould +ave lied to +ave no*n before+and and +e *ould +ave brou#+t in more interestin# obAe)ts. "s students are a)tivel en)oura#ed to brin# t+in#s into t+e )lassroom from outside, t+ese )an be used to base a lesson around, it )ould be)ome a re#ular !art of t+e routine *+i)+ *ould be used to #enerate interest and lan#ua#e *ould naturall evolve from t+ese items. 5+e )lass )ould be develo!ed *it+ t+e students *ritin# a +istor of an obAe)t or one of t+eir )lassmates obAe)ts. /urt+ermore I *ould t+in it *ould be interestin# to tr t+is ind of )lass *it+ +i#+er level students to see +o* it di?ers. It )ould be ada!ted for oun# learners and )ould evolve into a !roAe)t *it+ students main# !osters or s)ra!boos *it+ interestin# fa)ts and !i)tures of t+eir obAe)ts. Jne of t+e )omments from one of t+e students *as t+at t+e lesson *as #ood o*in# to t+e fa)t t+at it *as a small #rou!. I do believe it *ould be more )+allen#in# *it+ lar#er #rou!s as I *ould +ave to a)t as a fa)ilitator *+ile students )arried out t+e s+o*'and' tell a)tivities in smaller #rou!er I *ould need to move bet*een t+e #rou!s main# notes of emer#ent lan#ua#e and !ossibl develo! it at t+e end instead of rea)tin# on t+e s!ot to t+e ne* lan#ua#e.
Bi(liograph#:
Hed#e, 5. $2000% Teaching and Learning in the Language $lassroom. JP >ras+en, S.. $<8% %rinci#les and %ractice in &econd Language Ac'uisition . En#lis+ Lan#ua#e 5ea)+in# Series. London: Prenti)e'Hall International $>% Ltd. P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners 8
1eddin#s, L O 5+ornbur, S. $200<% Teaching "n#lugged , 5S 1eddin#s, L. O 5+ornbur, S. $200@% F+at o#me /eels Lie. (umani)ing Language Teaching, ear &, Issue 6, November 0@. i)+ards, K. O od#ers, 5. $<86% A##roaches and Methods in Language Teaching, CP. 5+ornbur, S. $2000% " o#ma for E/L. *ATEFL *ssues +-, /ebD1ar)+ 2000. 5+ornbur S., 1eddin#s L. $200@% Dogme still ale to divide ELT. Guardian Feel, 5+ursda, "!ril M, 200@.
!ppendi* D Q Student /eedba) /orm
;tudent &eed(ack &orm
Please ans*er t+e follo*in# ;uestions: P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners <
% id ou enAo t+e lessonR $F+DF+ notR% 2% F+at did ou learn from t+e lessonR @% F+at a)tivities *ere enAoable in t+is lessonR $F+R% % F+at a)tivities *ere less enAoable in t+is lessonR $F+R% &% F+at did ou t+in of our tea)+er in todas )lassR
Peer '(servation &orm
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners 0
Please ans*er t+e follo*in# ;uestions: % F+at *as our overall o!inion of t+e lessonR 2% Ho* did t+e students res!ond to t+e lessonR @% F+at as!e)ts of t+e lesson *ere su))essfulR $F+R% % F+at as!e)ts of t+e lesson *ere less su))essfulR $F+R% &% F+at )ould be )+an#ed to im!rove t+e lessonR
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners
7imin g 9min s
;tages and !ims
$nteracti on
Procedure
Possi(le Pro(lems
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners 2
5o )reate interest and to !ra)ti)e ;uestion forms
5TS SU5
0'&
S+o* students obAe)t $J*l >e' rin#% Eli)it ;uestions from students re#ardin# t+e obAe)t 5ell stor of obAe)t llin# in an #a!s not )overed b t+e ;uestions. Board an ne)essar vo)abular and )orre)t ;uestion forms if re;uired
/or students to be able to )+oose *+at t+e *ant to dis)uss and lan#ua#e t+e are interested in.
S'S
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"s students to )+oose an obAe)t Students ma not form t+eir ba#sD!o)ets *+i)+ +ave obAe)ts to t+e t+in ot+ers ma be s+o*. interested in. Students mi#+t be Go around t+e )lass eli)itin# relu)tant to ;uestions *it+ students tain# it e(!and or ma in turns to s+o* an obAe)t and not +ave man tell t+e stor of t+eir obAe)t. ;uestions to as. Board ne* vo)abular and an relevant lan#ua#e t+at t+e students need or dis!la interest in.
0'20
Consolidation of ne* lan#ua#e
5TS
1onitor and error )orre)t if re;uired rill ne* boarded lan#ua#e. E(!and on an le(is in terms of related vo)abular )ollo)ations et).
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners @
P" Part B E(!erimental Pra)ti)e: o#me *it+ Lo*er'level learners
