Abstract

This article explores the use of Dogme with postsecondary ESL students in a mainstream educational institution. By means of a small-scale action research study it was found that in spite of its reputation for being somewhat unconventional, Dogme can also be incorporated in an exam preparation course and allow students to benefit not only from the interaction that acts as a motor for the entire lesson but also from the emphasis put on emergent language. This article discusses how this materials-light and learner-centred teaching approach has the potential to empower the teacher to capitalise on students’ contributions and help them engage with language in a meaningful manner.

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