Dictogloss is primarily a listening and writing activity used with English Language Learners. It can certainly be done a number of different ways but, very simply-put, the teacher reads a short text, often one students are familiar with. Then, after the first time of just listening, the teacher reads it again and students write down notes of what they have heard. Next, the teacher reads it a third time and, again, the student writes down additional notes. The student then compares his/her notes with another student’s notes and they work together to develop an accurate reconstruction of the text — one that is not necessarily the exact wording, but that demonstrates its meaning accurately. Finally, the teacher reads it again and students judge how well they did.

Again, there are many variations on how to implement this engaging instructional strategy.

Here are few of the best resources that I’ve found on using the dictogloss strategy. They include reproducibles, research on its effectiveness, and examples of how its used in different classrooms:

The Dictogloss: Intensive listening for integrated language development from Jason Renshaw.

The Listening “Dictogloss” is a more extensive piece by Jason.

Dictogloss Procedure is by Diane Tedick.

Dictogloss is by by Willy C. Cardoso and includes a video of it in action.

Our first time with dictogloss is by David Dodgson.

Doing Dictogloss with E1s (elementary) is from Magpie Moments.

Feedback is welcome.

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