INTEGRATING COMMUNICATIVE, TASK-BASED AND DOGME APPROACHES TO FOSTER CRITICAL THINKING IN ENGLISH LANGUAGE TEACHING

This study explores the integration of Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and the Dogme approach as an innovative framework to enhance critical thinking skills in English language instruction. In contemporary educational contexts, fostering learners’ ability to analyze, evaluate, and create meaning has become a central objective. The research argues that combining these three pedagogical approaches creates a learner-centered environment that promotes interaction, authenticity, and cognitive engagement. Communicative Language Teaching emphasizes meaningful communication and real-life language use, while Task-Based Language Teaching focuses on goal-oriented tasks that require problem-solving and collaboration. The Dogme approach, on the other hand, prioritizes emergent language and minimizes reliance on pre-designed materials, encouraging spontaneous and reflective classroom interaction. By integrating these methodologies, teachers can design flexible and context-sensitive lessons that stimulate learners’ critical thinking processes. The study adopts a qualitative approach, analyzing classroom practices and theoretical perspectives to demonstrate how this integrative model supports higher-order thinking skills. Findings suggest that such an approach not only improves linguistic competence but also enhances learners’ autonomy, creativity, and analytical abilities. The paper concludes that the synergy of CLT, TBLT, and Dogme methodologies provides a powerful pedagogical tool for developing critical thinkers in English language classrooms.