dogme and emergent language pt 2

Following on from
jayjaydoubleyoudoubleyou.blogspot.co.uk/2014/03/dogme-and-emergent-language-pt-1.html
here are some practical ideas for the language classroom - focussing on 'emergent language' - in the form of notes taken from Scott Thornbury's book 'Unplugged':

In other words, it's all about getting the students to produce the language:

Learner generated content: how to get your students to do the work instead!

January 21, 2013 · 12:47 pm 

 

Picture by @purple_steph on ELTPics

To start this summary of the ELTChat on Learner-generated content, which took place at 12pm on 16th January 2013, I’d like to include this extended quote from a seminal article by Adrian Underhill, writing in the late 80s. @theteacherjames found the link, and commented that it had been a huge early influence on him.

‘Most teachers invite students to write stories and dialogues. Well, why not take their creations one step further and use them as the basis for all the types of elaboration, consolidation and practice which at the moment is done using the coursebook material? Instead of processing material written by someone else they can create their own material based on what they want to say and what they are able to say.
This yields two over lapping phases. Creation, which roughly corresponds to what the author usually does, and Exploitation, which roughly corresponds to the things we usually do with a coursebook.
So, If we want a dialogue we write it,
If we want a text we write one,
If we want a picture we draw one,
If we want a tape we make one,
If we want questions we write them,
If we want an exercise we construct one,
If we want to work with vocabulary we put ourselves in the position of needing it,
If we want a dictation we write one, or choose it from the reader,
If we want a role play we improvise it, or else we plan and write the parts.
If we want answers, we turn to resource books, especially the monolingual learners’ dictionary,
And if we need published text or tape material, then we find it.
We take this raw material and negotiate its correctness, we hone it and refine it, practise it, record it, tell it, act it out, draw it, summarise it, extend it, transform it, improvise it, and so on. In all of this there is a workshop atmosphere. with our own everyday life events and interests as the source material.’

http://www.thornburyscott.com/tu/underhill.htm

elt-resourceful.com/2013/01/21/learner-generated-contenthow-to-get-your-students-to-do-the-work-instead/

See also:
www.academia.edu/2319484/Teaching_unplugged_Is_Dogme_an_innovation_or_a_remake
scottthornburyblog.com
theeltexchange.com/2013/04/28/teaching-unplugged-aka-dogme-search-definition/
www.slideshare.net/neghavati/teaching-unplugged
www.scottthornbury.com
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