Check out the article that I read if you don't believe me, and see for yourself (apologies to those of you for whom this may be old hat):
http://www.teaching-unplugged.com/dogmaarticle.html
Now, of course, Thornbury is being a bit extreme there (I say that because as you guys probably already know, I am a big fan of dictionaries and resources generally, and think any self-respecting teacher should be buried under piles of 'em even if they don't take it all into their new "Lacksitall Approach" classes - I think there definitely has to be at least one book involved somewhere, preferably one the teacher has "written"; "data-inspired", as I like to say, not "data-driven" or even "data-informed". I don't like classes where the teacher assumes everybody is at least a false beginner and is of the attitude, "What, me teach?! No, you tell me what you halfway know, come on, try, you can do it, we have all day!"), and he isn't quite clear about what the role of the imagination, roleplay etc would fit into his cell-like classroom set, but if your immediate reaction is to shreik "That won't make for good teaching or learning!", you are rather like the moviegoer who forgets that movies are, beneath all the high concepts and special effects, showing us some people somewhere talking about something (not that I think Dogme movies sound like "great cinema" and couldn't be made into something much greater with the addition of x,y and zee hee hee hee).
I guess I have the ambition of a Jerry Bruckheimer, but I will settle for so-so "actors" and making a "gritty" movie if the script is believably good.
* There is a section in The Lexical Approach (I don't have my copy with me here in Japan) where Lewis is discussing classrooms versus the real world, and defending (if I recall his argument correctly) "artifice". I was never totally satisfied with what he said, though - wasn't the line about not being surpirised that Hamlet gets (doesn't get?) up logically skewy somewhere? - and found it was one of many points in the book that I felt I'd need to return to again and again and again to sort it all out in my head. I reckon Thornbury makes more of an impact, quicker, and more clearly.
If anyone has a copy of The Lexical Approach handy I'd appreciate it if they could find the relevant passage and fill me in again on what Lewis said exactly.
I then read the first 30 or so posts, some are quite funny and a few are incisive (generally the more serious/pro-dogme ones), but yup the point started getting a bit lost when the issue of "imperialism" reared its ugly head for some reason.
). Creating the demand for linguistic goods seems better than merely distributing them "for free"; then again, conversations proceed more smoothly if one can say what one wants to!
). Whilst there may be too many random, crappy materials floating in classrooms, getting in the way of "real learning" (through just talking?!), let's not forget that successful language learners in the past weren't strangers to materials (glossaries, dictionaries, the "odd" textbook etc) and would've probably walked out of your average Doggone lesson 
(you dirty old man).
.