Abstract:

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.

Keywords:

Dogme, ELT, unplugged, coursebooks, attitudes.