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ERIC Number: ED450614
Record Type: Non-Journal
Publication Date: 2000-Dec
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Dialogue Journals: Interactive Writing To Develop Language and Literacy. Revised. ERIC Q&A.
Peyton, Joy Kreeft
Many teachers of adult learners of English have found dialogue journals, interactive writing with a teacher or other individual, to be an important part of their classes. Dialogue journals not only open new channels of communication, but they also provide natural contexts for language and literacy development. When adult learners write with their teachers, they have opportunities to learn English in a supportive, non-threatening interaction with a proficient English speaker who has knowledge of life in the United States. Because the interaction is written, it allows learners to use reading and writing in purposeful ways and provides a natural, comfortable bridge to other kinds of writing. Dialogue journal writing is consistent with a learner-centered curriculum, in which learners write to express themselves, to make sense of their own and others' experiences, and to develop their abilities. This Q&A defines dialogue journals, explains the benefits (extended contact time with learners; management of classes with learners of varying language, ability, and interest levels; effective assessment of learner needs and progress; and general facilitation of language learning); outlines the challenges (correctness of the writing; finding the time to respond to learners' writing; writing that can sometimes be overly personal); and discusses the logistics (materials, frequency and length of writing, writing instructions and topics, and journal partners). (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Contains 14 references.) (KFT)
NCLE, 4646 40th Street, NW, Washington, DC 20016; Tel.: 202-362-0700, ext. 200; E-mail: ncle@cal.org; Internet: http://www.cal.org/ncle/DIGESTS.
Publication Type: ERIC Publications
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Clearinghouse for ESL Literacy Education, Washington, DC.