Dialogue Journals
This essay examines the use of dialogue journals in English classrooms. It is an attempt to synthesise the knowledge contained in texts about dialogue journal writing. After a brief discussion of the literature in the area of journaling, the first section of the essay attempts to synthesise the knowledge theoretically, highlighting four ways in which journals can enrich the classroom. The second section attempts to apply this knowledge to the classroom. I have chosen three different contexts in which I expect to use dialogue journals.The most prominent writer about dialogue journaling is Joy Kreeft Peyton. I have not tried to meticulously reference this essay, because it attempts to synthesise and personalise a lot of what I took from Peyton's articles and books. Particularly useful are Peyton and Reed, 1990 and Peyton and Staton, 1992. Research into journal writing in general focuses in two areas. Firstly, its effect on young learners' comprehension or progression in their first language. Although journaling is seen as having a positive effect in general, specific reasons for success have not been isolated. Secondly, literature has focused on the effect of correction of journals on written accuracy, for both native
A dialogue journal can also serve a vital role in a critically literate classroom, by demonstrating the dialogic nature of the reading and writing processes (Peyton & Staton, 1996). The literature identifies four main benefits of dialogue journals: student learning management, meaningful language use, student-teacher relationships, and critical literacy. Then, when the journal is handed back to the student, the teacher spends time discussing what is happening in the picture(s). Then, as the learner engages in a written dialogue with the teacher, the dynamic, shifting nature of the written word is revealed by processes such as negotiation of meaning. By relating the learning of a written language to a students inner language, journals allow students to begin to consciously conduct the linguistic analysis that Chomsky suggests they perform unconsciously. Students often come into a conversation English class in a foreign country with diverse expectations, aim and ideas about language. Meaningful one on one interaction in the classroom is limited by numerous factors (Peyton, 2000) such as time or lack of privacy. By using dialogue journals in the class I could help the students crystallise their goals and expectations of the class. I will use dialogue journals in an English for Academic Purposes (EAP) class as a way to get students writing. By teaching only this function of written language, learners may perceive satisfaction of others as the only function of written language. In my immediate teaching career overseas I see three contexts that I will be teaching in. Essentially, then, this process involves personalising writing so that the writer can learn to manipulate it according to context. TENOR classes are often marked with frequent absences, late and early arrivals and a desire for students to maximise their English time. This helps to create a closer relationship between teacher and student.
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