DOGME IN PRACTICE
A New Book Project
Call for Submissions
2025 marks 25 years since the original publication of Scott Thornbury’s “A Dogme for EFL” article and more than 15 years since Luke Meddings and Scott Thornbury followed up with Teaching Unplugged: Dogme in English Language Teaching. To celebrate 25 years of Dogme in (English) language teaching, the International Teacher Development Institute (itdi.pro) is thrilled to announce the planned publication in 2024 of a follow-up to Teaching Unplugged with the working title, Dogme in Practice.
We envision Dogme in Practice including lesson accounts from Dogme teacher practitioners, broadly defined, as applied in their classroom, which can include examples of student language. These will be accompanied by commentary from Luke and Scott about what they find compelling in them and suggestions for aspiring Dogme teacher practitioners to consider when applying Dogme principles in their own classrooms.
This really is an incredible opportunity for dedicated teachers to not only work on a unique project with Scott and Luke, but also add your voice and be a part of Dogme-building ELT history!
This is an invitation for Dogme practitioners, with more or less experience, to submit an account of their classroom practice of about 1,000 words for publication consideration. Submissions should adhere to the following guidelines:
Class: Describe your class with specific details.
Context: Describe your class context with attention to specifics rather than generalities.
Motivation: The reason why you chose to use Dogme for this class.
Beginning: How did your activity start?
Development: How did your activity develop?
Reflection: How did you and your students reflect on the activity?
Integration: How did the experience impact your teaching practice and your students’ learning?
In the interest of inclusion, we envision your lesson accounts engaging with Dogme in different ways, with Dogme broadly defined as incorporating the following three principles:
Lessons center around students’ classroom language use rather than language pre-determined in a lesson plan.
Lessons focus on students’ emergent language rather than, for example, language determined by textbook units.
conversation / text-driven
Learning is seen as emerging through classroom interactions, whether spoken or written, with shared responsibility between teacher and students for noticing what language is of interest to the learning process.
Before submitting your own work, we strongly encourage prospective contributors to review our Dogme account samples.
Ready to submit?
Click on the button to submit your lesson account. Please include the following with your submission:
Submission for publication of previously published lesson accounts, such as online via a blog, is acceptable, although authors must explicitly state theirs is a submission for republication and must appropriately cite and acknowledge the originally published source.
Authors are responsible for obtaining any relevant copyright permissions pertaining to their submissions.
Authors are responsible for adhering to ethical publication practices concerning student data, as outlined in the British Association for Applied Linguistics’ Recommendations on Good Practice in Applied Linguistics as well as to any applicable rules and regulations that may apply. Individual students should not be identifiable from published lesson accounts.
Deadline: April 30, 2024
We will aim to acknowledge submissions within one working week of receipt. We will aim to notify all authors of whether their submissions have been accepted for inclusion in Dogme in Practice by the end of June 2024.
Preliminary Publication Schedule:
June 2024: Finalize authors’ lesson accounts to be included in Dogme in Practice
August 2024: Luke and Scott finalize reflections on teachers’ lesson accounts in Dogme in Practice