Dialogue, Volume 1, 1982-1983 (2025)

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Dialogue Journals: Interactive Writing To Develop Language and Literacy. ERIC Digest

Joy K Peyton

1993

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Dialogue journals: Interactive writing to develop language and literacy

Joy K Peyton

ERIC Digest, 1993

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Dialog Journals: A Window on the Act of Language Teaching

Donna Brinton

An adaptation of the dialog journal technique, used for teacher training purposes, is described. The journals were used as medium of communication between novice teachers of English as a second language and their supervisors in a field practicum course. Journals were studied to quantify the types of student comments made, and to track the changes in the nature of this commentary over time. Journal entries were coded for type and analyzed during the course of the field experience. The present discussion includes the rationale for implementing the technique in a methodology course or field practicum, a sample student-teacher dialogue, representative student entries for each of the categories examined, and a description of the coding process. Following a discussion of the results, the limitations of the study and the implications of using the dialogue journal technique for teacher training are addressed. (Author/MSE)

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Simpson, JoEllen M. (2001). Using dialogue journals as an alternative to traditional writing assignments. HOW Journal, 8, 39-42.

JoEllen Simpson

A dialogue journal is a notebook that is used exclusively for one writing class. Journals have been around for a long time, but many EFL teachers have not heard of them or do not use them in class. This brief article describes how teachers can implement the use of dialogue journals to stimulate fluency, promote confidence and help students improve their language.

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Strengthening Teacher–Student Rapport Through the Practice of Guided Dialogue Journaling

Scott Aubrey

RELC Journal, 2021

Dialogue journals are written conversations in which two partners communicate regularly. When practiced between a teacher and student, dialogue journaling has the potential to engage students in writing, and can lead to improved teacher–student rapport. In this Innovations in Practice article, we evaluate the use of structured dialogue journals between a student teacher and his English as a Second Language (ESL) students during a seven-week teaching practicum at a local secondary school in Hong Kong. The aim of this practice was for the teacher to engage with students on a personal level, thereby enhancing teacher–student rapport – an otherwise challenging goal during short-term school placements. The dialogue journals were designed to elicit students’ learning experiences, other out-of-class life experiences, and personal interests, which, when reciprocated with teachers’ comments, created a dialogic context for improving open and honest teacher–student communication in English. In...

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Dialogue Journal Writing with Limited English Proficient Students

Joy K Peyton

1987

A guide to the use of and rationale for dialogue journal writing for promoting the writing development of limited English proficient students is organized in question-answer format. It answers questions often asked by teachers about dialogue journal writing: What is a dialogue journal? What are the benefits to students and teachers? How much time is involved in implementing dialogue journal writing? With what kinds of students can it be used? Guidelines for getting started with the technique and a list of further readings are included. The report is a condensed version of a more extensive dialogue journal handbook, and is designed to provide an easily accessible introduction to the approach. (Author/MSE)

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The Teacher's Response Process in Dialogue Journals

Donna Werderich

2006

This grounded theory study explores how middle school literacy teachers used dialogue journals and the processes by which they responded to their students' written responses. Literary conversation between teacher and student was conceptualized as an ongoing scaffolding process within dialogue journals. Teachers used "response facilitators" including visual aids, modeling, questioning/requesting, and feedback independently and in combination with one another to scaffold literary conversation with students. Every response from a teacher had a place on a response continuum, fluctuating between instructional responses and conversational responses. There were times when the teachers' roles called for direct scaffolding, focusing on developing students' literacy understandings, and other times when the teachers joined the discussion as an equal, giving students more freedom to experience literature. Although the full potential of dialogue journals has yet to be realized, this study suggests dialogue journals provide an effective means of individualizing the literacy development of young adolescent learners.

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Using Dialogue Journals as a Multi-Purpose Tool for Preservice Teacher Preparation: How Effective Is It?

Icy Lee

Teacher Education Quarterly, 2004

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The Effects of Dialogue Journals in Enhancing ESL Student's Writing

mark tanner

1997

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Student-Teacher Dialogue Journals as a Tool for Developing Interactional Ability. Tesi di Laurea in Lingua Inglese

EMANUELA MORINI

1995

A study investigated the features of discourse in the written student-teacher interaction in dialogue journals. It was assumed that such an activity would encourage the negotiation of meaning and roles, and that the data would provide evidence of that negotiation. Data were drawn from 32 journals written by 16-to-18-year-old students in an Italian school and for whom English was a second language. There were a total of 218 student entries and 217 teacher responses. Entries were analyzed for degree of student-teacher interactivity, including, for students, introduction of utterances signaling an interaction, topic continuation, and negotiation for topic initiation, and for the teacher, affiliation and appreciation and suggestion of a course of action. Techniques used to gear an entry to the student are also examined. It is concluded that dialogue journals can be a valuable tool to individualize instruction and engage teacher and student in authentic social communication, creating a context for students to construct meaning. Creation of meaning, negotiation of face, and rapport-building all emerged in the discourse. Appended materials include data summaries from the discourse analyses, and Contents Transcription Conventions 12 Chapter One-5 7 Joy Kreeft Peyton & Mulugeta Seyoum (Peyton & Staton 1993:175) recall that "the crucial role that interaction plays in the process of acquiring a language is clearly demonstrated in studies of first-language acquisition" and cite in this regard Snow & Ferguson (1977), Wells (1981,1986) and Holzmann (1983). 8 Vygotsky (1978:86) defines the "zone of proximal development" as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers." 4 4 4.:

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Dialogue, Volume 1, 1982-1983 (2025)
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