SOURCES

Here are some key articles and book extracts that either have fed into the Dogme ELT discussion group or have been written by members of the group, and which underpin the thinking behind Teaching Unplugged.

A Dogma for EFL, by Scott Thornbury. This is the original article and the one that triggered the forming of the "Dogme ELT" discussion group. It was published in IATEFL Issues 153, Feb/March 2000.

Teaching Unplugged, by Scott Thornbury. This came out in It's for Teachers, Feb 2001.

Grammar, Power and Bottled Water, by Scott Thornbury. This is an earlier article of Scott's, but the Dogme spirit is starting to show itself. It came out in the IATEFL Newsletter 140, 1998.

Against Dogma: A Plea for Moderation, by Simon Gill. Simon wrote this in response to Scott's original Dogma for EFL article. It came out in IATEFL Issues 154 (April/May 2000).

Teaching without a Coursebook, by Adrian Underhill. This appeared in the late 80s (Adrian can't remember where) and had a "slow-release" effect on Scott.

extract from Teaching as a subversive activity, by Postman & Weingartner. Written in 1969, this is another radical agenda for education that has interesting parallels with Teaching Unplugged.

The Roaring in the Chimney, by Sylvia Ashton-Warner. This extract comes from Teacher (first published in 1963). The visionary NZ primary school teacher Sylvia Ashton-Warner might well be the patron saint of Teaching Unplugged.

Dogme out in the Open, by Scott Thornbury and Luke Meddings. This article celebrates a year of Dogme ELT, and appeared in IATEFL Issues in June/July 2001.

McEnglish in Australia, by Scott Thornbury. A paper given at the 13th EA Educational Conference (English in Australia, Australia in English) in Fremantle, Western Australia, October, 2000. Touches on such themes as the globalization of ELT, positivist/transmissive models of education vs dialogic models, and emergent grammar.

Coursebooks: The Roaring in the Chimney, by Scott Thornbury and Luke Meddings.(Modern English Teacher Vol 10 No 3, July 2001) This is the first of three articles and was written in response to an article by Jeremy Harmer in the same issue.

Using the Raw Materials: A "Dogme" approach to teaching language, by Scott Thornbury and Luke Meddings. Practical suggestions as to how learner language can form the raw material of the lesson. First published in Modern English Teacher.

Dogme and the Coursebook, by Scott Thornbury and Luke Meddings. This article suggests ways that the coursebook could be integrated into a "Dogme approach". It was first published in Modern English Teacher.

Don't mention the war! Taboo topics and the alternative textbook, by Scott Thornbury. Why coursebooks - in dictating the topic agenda - are counterproductive. This article first appeared in IT's for Teachers, Feb 2002.

Teaching Unplugged: One Teacher's Account, by Nerina Conte and Scott Thornbury. Scott interviews Nerina about her experience teaching a small group of primary school children without a coursebook. Instead, they produced their own "scrapbooks".

Websites:

Dogme 95 The film collective whose "vow of chastity" Scott used as an analogy

Open Space A humanistic approach to the organising and running of meetings, workshops - and classes.

Rage & hope:Paolo Freire A site devoted to the work of the visionary Brazilian educationalist - check at Giroux and co while you're there

Something on Critical Pedagogy -masses of articles and links

Informal Education Homepage - learning through doing, with a special emphasis on youth work

CLL Community Language learning Chinese-based site but you don't need to download Chinese characters

Humanising Language Teaching - the e-zine that Mario edits

The Journal of the Imagination in Language Learning - another on-line journal worth a browse

Uncovering Grammar: a link to MacMillan's Onestop English site, where you can read up on Scott's book

An article on emergent pedagogy