Innovation in Language Learning

This paper examines the integration of the Dogme ELT approach with AI tools in mixed-ability classrooms, emphasizing both its theoretical foundations and practical applications. Drawing on sociocultural theory, constructivism, and Universal Design for Learning, the study demonstrates how conversation-driven, emergent pedagogy can be enhanced through AI technologies. The Dogme framework foregrounds learner-centeredness, scaffolding, and real-time language co-construction, making it particularly effective in heterogeneous groups. The case studies show how learners ranging from A2 to C1, including autistic students, benefit from reduced reliance on heavy materials, flexible pacing, and richer opportunities for authentic interaction. AI tools such as ChatGPT and ElevenLabs facilitate differentiation by generating level-specific resources, offering multimodal input, and fostering learner autonomy. These innovations not only reduce teacher preparation time but also improve accessibility and engagement. The study is based on a CPD workshop in which teachers designed Dogme-inspired lessons augmented by AI. Findings suggest that the combination of Dogme and AI supports more inclusive, adaptive, and engaging learning environments, aligning with contemporary challenges in language education.