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Dogme Language Teaching
Dogme language teaching is considered to be both a methodology and a movement. Dogme is a communicative approach to language teaching that encourages teaching without published textbooks and focuses instead on conversational communication among learners and teacher. It has its roots in an article by the language education author, Scott Thornbury. The Dogme approach is also referred to as "Dogme ELT", which reflects its origins in the ELT (English language teaching) sector. Although Dogme language teaching gained its name from an analogy with the Dogme 95 film movement (initiated by Lars von Trier) in which the directors, actors, and actresses commit a "vow of chastity" to minimize their reliance on special effects that may create unauthentic feelings from the viewers, the connection is not considered close. Key principles Dogme has ten key principles. #Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and among ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Scott Thornbury
Scott Thornbury (born 1950 in New Zealand) is an internationally recognized academic and teacher trainer in the field of English Language Teaching (ELT). Along with Luke Meddings, Thornbury is credited with developing the Dogme language teaching approach, which emphasizes meaningful interaction and emergent language over prepared materials and following an explicit syllabus. Thornbury has written over a dozen books on ELT methodology. Two of these, 'Natural Grammar' and 'Teaching Unplugged', have won the British Council's "ELTon" Award for Innovation, the top award in the industry (in 2004 and 2010, respectively). Thornbury is also the series editor for the ''Cambridge Handbooks for Language Teachers'', and the author of many academic papers on language teaching. His 'A-Z of ELT' blog is one of the most influential and well-visited blogs in the field of ELT. His approximately 15 textbooks for beginning and intermediate learners have been published by major academic presses, includin ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
English Language Learning And Teaching
English-Language Learner (often abbreviated as ELL) is a term used in some English-speaking countries such as the US and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a Second Language (ESL), English as an Additional Language (EAL), limited English proficient (LEP), Culturally and Linguistically Diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Dogme 95
Dogme 95 is a 1995 avant-garde filmmaking movement founded by the Danish directors Lars von Trier and Thomas Vinterberg, who created the "Dogme 95 Manifesto" and the "Vows of Chastity" ( da, kyskhedsløfter). These were rules to create films based on the traditional values of story, acting, and theme, and excluding the use of elaborate special effects or technology. It was supposedly created as an attempt to "take back power for the directors as artists", as opposed to the studio. They were later joined by fellow Danish directors Kristian Levring and Søren Kragh-Jacobsen, forming the Dogme 95 Collective or the Dogme Brethren. ''Dogme'' () is the Danish word for dogma. History Lars von Trier and Thomas Vinterberg wrote and co-signed the manifesto and its companion "vows". Vinterberg said that they wrote the pieces in 45 minutes. The manifesto initially mimics the wording of François Truffaut's 1954 essay "Une certaine tendance du cinéma français" in '' Cahiers du cinéma'' ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Lars Von Trier
Lars von Trier (''né'' Trier; 30 April 1956) is a Danish filmmaker, actor, and lyricist. Having garnered a reputation as a highly ambitious, polarizing filmmaker, he has been the subject of several controversies: Cannes, in addition to nominating and awarding his films on numerous occasions, once listed him as '' persona non grata'' for flippant Nazi remarks during an interview; depictions of graphic violence and unsimulated sex in some of his films have drawn criticism; and he has been accused of mistreating actresses during filming, including Björk and Nicole Kidman. Trier's career has spanned more than four decades and his works have gained notoriety for his trademarks including European frequent actors (particularly Jean-Marc Barr, Udo Kier and Stellan Skarsgård), different thematic trilogies, handheld camerawork, upsetting subject matters, genre and technical innovation, confrontational examination of existential, social, and political issues, and his treatment of subje ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Task-based Learning
Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language to complete meaningful tasks in the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such, TBLT can be considered a branch of communicative language teaching (CLT). Background Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to a task-based syllabus in an attempt to develop learner capacity to express meaning, while others wanted to make language in the classroom truly communicative, rather than the pseud ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Communicative Language Teaching
Communicative language teaching (CLT), or the communicative approach (CA) , is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study. Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class. Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language. According to CLT, the goal of language education is the ability to communicate ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Critical Pedagogy
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture. It insists that issues of social justice and democracy are not distinct from acts of teaching and learning. The goal of critical pedagogy is emancipation from oppression through an awakening of the critical consciousness, based on the Portuguese term '' conscientização''. When achieved, critical consciousness encourages individuals to effect change in their world through social critique and political action in order to self-actualize. Critical pedagogy was founded by the Brazilian philosopher and educator Paulo Freire, who promoted it through his 1968 book, ''Pedagogy of the Oppressed''. It subsequently spread internationally, developing a particularly strong base in the United States, where proponents sought to develop means of using teaching to combat racism, sexism, and oppressi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
