Dogme English Language Teaching A Fairy Tale Method In The Algerian School?
Résumé: The present work spots light on a language teaching methodology that has been generating heated debates since it was first suggested by Scott Thornbury in 2000, namely, Dogme ELT (english language teaching), also known as teaching unplugged. This work is intended to have a better understanding of the goals, principles and procedures of Dogme ELT, and to investigate its practicability and suitability to the algerian educational context. Additionally, questionnaires are designed for teachers and pupils at the secondary school level to examine their perceptions, knowledge and attitudes towards this new philosophy of language teaching / learning. Classroom observation is also resorted to find out to what extent teachers rely on coursebooks and other teaching materials in their lessons, and whether there is some space / hope for Dogme ELT to be applied in the algerian english language class. Results to this study show that although algerian secondary school teachers and students are not aware of Dogme ELT, they perceive it as an interesting new teaching methodology. However, only students believe in it suitability to the algerian educational context. In the light of these findings, there seem to be some hope/space for a future-Dogme-style teaching/learning in Algeria.
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