ERIC Number: ED322787
Record Type: RIE
Publication Date: 1990-Apr
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)
Descriptors: Classroom Communication, Classroom Techniques, Dialog Journals, Educational Strategies, Error Correction, Instructional Effectiveness, Journal Writing, Learning Theories, Negative Attitudes, Power Structure, Role Perception, Second Language Instruction, Second Language Learning, Student Attitudes, Student Role, Teacher Role, Teacher Student Relationship, Teamwork
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Requirement for M.A. in Teaching degree, School for International Training, Vermont.