Beyond the Textbook: Can Dogme ELT Improve Communicative English Language Teaching in Libya?
DOI:
https://doi.org/10.65405/.11.ملحق%2041.2216Keywords:
Dogme ELT, Communicative Language Teaching (CLT), Libyan EFL Context, English Language Teaching (ELT)Abstract
This critical review research paper discusses the potential of using Dogme ELT to improve communicative English language teaching in Libya, where the classrooms still mostly textbook based and teacher centered. Adopting a narrative review approach, the paper connects related literature selected on the basis of relevance to the main principles and teaching practices of Dogme ELT and their applicability to the Libyan EFL context. Based on the Communicative Language Teaching and constructivist theory, the review discusses how Dogme ELT emphasizes conversation, learner interaction, and emergent language rather than reliance on in advance planned materials. The reviewed literature indicates that this approach has the potential to enhance learners' speaking skills, confidence, classroom engagement, and communicative competence. In the same time, the paper identifies several challenges to implementation in Libya, including large classes, examination oriented assessment practices, and limited teacher preparation. The paper came to a conclusion that Dogme ELT should not be viewed as a replacement for textbooks but rather as a complementary pedagogical approach that can support more interactive, learner centered, and meaningful English language learning in Libyan classrooms.
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