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ERIC Number: ED322787
Record Type: RIE
Publication Date: 1990-Apr
Pages: 141
Abstractor: N/A
Reference Count: N/A
Learning Partnership through Dialogue Journals: Applying Non-Hierarchic Assumptions in the Classroom.
Gross, Janet Finck
One teacher's experiences in incorporating non-hierarchic learning assumptions and values in the second language classroom, especially through the use of dialogue journals, are reported. In the first part, observations of accuracy-based classroom language teaching are contrasted with the meaning-based acquisition model. Six salient characteristics of dialogue journals and how they could serve as a vehicle for these learning assumptions are reviewed. The second part is a detailed account of experiences with dialogue journals, including illustrative journal excerpts. Issues such as setting up ground rules, student resistance, correction, topic generation, shifting teacher/student roles and their effect on teacher participation are discussed. The teacher's and the students' participation in the dialogue journal writing process are evaluated, emphasizing the crucial role of student/teacher reciprocity and mutuality in creating and sustaining the desire to stretch one's language use so dialogue can be maintained. (MSE)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Requirement for M.A. in Teaching degree, School for International Training, Vermont.