Dogme ELT and Artificial Intelligence in EMI Classrooms: A Liberating Conceptual Framework for Teaching Disciplinary Content

This conceptual paper aims to explore how Dogme ELT, when combined with artificial intelligence (AI), can enhance English-Medium Instruction (EMI) by offering a no-coursebook approach to disciplinary content delivery. As EMI becomes more widespread in non-English-speaking contexts such as Vietnam, many instructors face difficulties in balancing language support with content mastery, often relying on scripted materials that limit learner agency and contextual adaptability. By drawing on Dogme ELT’s emphasis on emergent language and spontaneous interaction, and integrating AI-powered tools such as generative chatbots and adaptive content engines, this study proposes a framework for EMI classrooms that prioritizes dialogic learning and learner-led exploration of subject matter. The conceptual model advocates for shifting from static, predetermined curricula to dynamic, co-constructed disciplinary knowledge, mediated by real-time AI support. The paper first reviews key principles of Dogme ELT and recent developments in EMI and AI-enhanced education, then outlines the proposed framework, followed by illustrative scenarios from Vietnamese higher education. Finally, it discusses pedagogical implications, limitations, and directions for future research in integrating Dogme ELT and AI into EMI. Dogme ELT; English-Medium Instruction (EMI); Artificial Intelligence (AI); Dialogic Learning; Dynamic Curriculum