Follow-up Interviews to last chat about Dogme

Em nosso último chat discutimos sobre Dogme e as possibilidades de implementação de um estilo de ensino mais unplugged em nossa realidade Brasileira. Além de um excelente resumo do chat escrito por @eltbakery, fizemos algumas entrevistas que podem nos ajudar bastante a elucidar o assunto. Ficamos muito felizes em contar com a disponibilidade de nossos convidados especiais que participaram do chat: Luke Meddings, Fiona Mauchline, Shelly Terrell e Willy Cardoso. Além deles, mais um ilustre convidado aceitou nos ajudar em nossa discussão: Scott Thornbury. Desta forma, temos a entrevista com os dois autores de Teaching Unplugged, uma techie que é simplesmente imperdível e que tem uma visão de educação brilhante, uma outra que tem ideias absolutamente fantásticas sobre a relação ensino-aprendizagem e está muito envolvida com Dogme, e o nosso Brazilian guy que é autor de um excelente blog sobre ELT e educação com quem temos muito a aprender. Acho que ficou bem claro que todas as entrevistas valem muito a pena e com certeza serão um ótimo investimento do seu tempo. Bem, without further ado, vamos às entrevistas.

Nossa primeira entrevistada foi Shelly Terrell, que foi entrevistada por Bruno Andrade.

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O segundo entrevistado foi Scott Thornbury, e quem fez a entrevista foi Henrick Oprea.

Logo após, a entrevista de Fiona Mauchline feita por Cecília Coelho.

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Continuamos nossa série de entrevistas com Luke Meddings, entrevistado por Valéria França.

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E, finalmente, a entrevista com Willy Cardoso, feita por Henrick Oprea. Essa entrevista foi em português, e tem o benefício de ter como entrevistado um Brasileiro que tem conhecimento pessoal de nosso contexto. 🙂

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