Resumo chat sobre Dogme

Nosso querido @Eltbakery fez um excelente resumo sobre nossa ultima discussão: dogme.

Esse texto pode também ser encontrado em seu blog:


#BRELTChat summary Thursday May 5th

May 6, 2011

If you are an English teacher in Brazil and you’ve never heard of#BRELTChat, then you have no idea what you’ve missed by now. Last Thursday, May 5th, the last edition of #BRELTChat  discussed the concept of dogme and its use in private and public schools in Brazil. I volunteered to write the summary of the chat, so if you’ve missed it, check what was discussed. This was the first time I’ve written a summary of a chat on Twitter, so I hope you like it.


This week’s #BRELTChat session at 9.30pm was about dogme.  It was a great conversation and I was really impressed how much ground we were able to cover in a very short hour of fast speed tweeting.

The moderators for today’s #breltchat were @hoprea, @vbenevolofranca, @Raquel_EFL, @BrunoELT, and @CeciELT. Our special guest was @LukeMeddings co-author of Teaching Unplugged, and one of the “founders” of Dogme. This topic was chosen because on the last #breltchat, the concept of dgome came up. Many were unsure about what it was.

The chat was kicked off by @hoprea dropping the chat topic question:What do you understand by Dogme in ELT, and how could this be used in the Brazilian ELT classroom?

Some participants gave their views and definitions on dogme:

@LucasCHarder Dogme is based on the lives and language of the p

eople in the room, strong links to Freire and dialogic teaching

@willycard 1-materials light approach, 2- conversation driven, 3- focus on emergent language

@vbenevolofranca Ss interest is at its highest and Ss can lead the lesson, look for language with Ts support

@hoprea For a Dogme lesson, shift the focus. First question: WHO am I teaching? Then ask WHAT you have to teach…

@willycard  a lesson plan is just a lesson plan. If you discard it in class because what comes from Ss is richer = dogme J)

@hoprea I see a big difference about going to class unprepared and going to class w/out planning. Dogme closer 2 unprepared, but planned

@GrammyLatino Dogme is framework 4 specific style of personalized lesson that should fit a more humanistic view of teaching

@willycard you write the plan! But that doesn’t mean it’s gonna happen ;-)

Some participants mentioned the reality of dogme in public schools in Brazil. They gave their views and questioned the possibility of using dogme in schools with 40+ students in each classroom and teachers who are usually not prepared and depend 100% on course books.

Reality in public schools:

** Correction!!! Please, we apologise for the attribution below. This is what the summary said:

@GrammyLatino I think it suits publishers to promote a culture of dependence – in as many contexts as they can! This is certainly the reality of most public schools.

But this is what it should have said:

** Summary continues! Sorry, Graeme. And many thanks for pointing it out! **

@willycard considering public education, a materials-light approach seems like reality already. Is that still the case?

@vbenevolofranca The materials-light idea may seem sensible in classrooms with scarce resources, but how does a lesson build up out of this?

@defstef98 but in public schools in a class of 40 to 50 students the question, how we deal with emergent language?

@danielaameyer In public schools, Ts sometimes (a lot of times!) dont speak Eng fluently, maybe not even competently. so implementing is diff!!

Some memorable tweets:

@LukeMeddings Think dogme is very much about empowering all participants-including the teacher, and including non-native speaker teachers

@vbenevolofranca The students themselves are endless resources

hoprea The coursebook can be used. It just can’t be seen as written on stone. A guide, not the bible!

@texjorge worked with a colleague yrs ago, he used to say: “Teachers are teaching books, not language…”

@hoprea Dogme requires that teachers learn how to truly listen to their learners.

@BrunoELT Good thing about it is that Ts r not experimenting ON sts, instead they are experimenting WITH them

@hoprea Active listening is paramount!

@texjorge Teacher training in dogme: involves a lot of reflective teaching and a loss of “status quo”. Some teachers are STRONGLY resistant


Possible Solutions:

@defstef98 I think baby steps might b the answer. Don’t go dogme all the way at 1st, get them used 2 it

@willycard big groups: I’d bend backwards to get recorders, tape/mp3 whatever, one for every 4 students + or-

@CeciELT I’d say continuous assessment, focusing not on tests but on SS overall production, assessing grammar/vocab etc through it

@CeciELT dogme classes work if T goes unplanned but NOT unprepared (pool of ideas/act in mind)

@vbenevolofranca Love idea continuous assessment, portfolio building! Allows 4 creativity, innovation working on learner interest

@hoprea Dogme is dialogic. There needs to be a real conversation between T-S. However, T must see what has to be learned and help Std.

It was agreed by some participants that a lot of training is required before implementing dogme in Brazilian public schools.

@hoprea If teachers worry more about their students’ learning instead of worrying about their teaching, they’re halfway there.

@eltbakery Pub School Ts are not confident. A needs analysis at the beginning of the semester w your groups could be a start.

@willycard instead of showing test marks, show parents a video rec of them speaking

@CeciELT 4 me a video, audio recording or text done by a ST is much more evidence of learning than any test

@hoprea But how do we start a conversation-driven lesson in a classroom where L1 mainly is spoken?

@LukeMeddings there’s always SOME lang we can draw on – start with what we have

@willycard conversation-driven: start really simple, small groups write dialogue in L1 and translate, so they get used to more interaction

@LukeMeddings Luke Meddings Start with the learners’ take on the coursebook theme, then go to coursebook if time/need?

Some very nice LINKS were shared during the chat for further reading on dogme.

Bete Thess Dogme Inspired Thoughts:

CeciELT Scaffolding, Maps and Possible Routes:

Willy C. Cardoso: Dogme Symposium at IATEFL

Henrick Oprea Scaffolding

4 thoughts on “Resumo chat sobre Dogme

  1. Pingback: A class, two chats, and an interview « Doing some thinking

  2. Pingback: Follow-up Interviews to last chat about Dogme « #BReltChat

  3. Dear @ELTBakery… thanks for the summary with some key quotes from the most active participants above.

    However, I must register my concern that a comment was attributed to me which I did not, in fact, write… specifically the comment on publishers’ ‘sinister’ agenda under “The Reality of Public Schools”.

    What I actually wrote was “#breltchat Many teachers are highly dependent on publishers’ teacher guides or on the specific guidance of the schools themselves…”

    We must take special care when paraphrasing, as misconceptions can be introduced!

    Anyone can see all my tweets from the chat by simply visiting my profile

    Thanks again.


    • Hi Graeme,

      Many thanks for pointing that out. There are just so many things said in the discussion that we end up getting lost amidst the tweets. Point taken. 🙂


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s