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Dialogue Journals: Interactive Writing To Develop Language and Literacy

Dialogue journals are written conversations between a learner and teacher that allow them to regularly communicate over time about various topics. This communication provides opportunities for language and literacy development as learners can practice writing in English in a supportive way to express themselves. Dialogue journals are consistent with learner-centered teaching where students write to make sense of their own experiences. An example is provided of journal entries between a student named Elizabeth and her teacher where they discuss Elizabeth's son Sami's health issues after he was born prematurely. Their discussion then led to broader classroom topics about health care. Dialogue journals thus allow learning to emerge from students' own lives and interests.

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99 views3 pages

Dialogue Journals: Interactive Writing To Develop Language and Literacy

Dialogue journals are written conversations between a learner and teacher that allow them to regularly communicate over time about various topics. This communication provides opportunities for language and literacy development as learners can practice writing in English in a supportive way to express themselves. Dialogue journals are consistent with learner-centered teaching where students write to make sense of their own experiences. An example is provided of journal entries between a student named Elizabeth and her teacher where they discuss Elizabeth's son Sami's health issues after he was born prematurely. Their discussion then led to broader classroom topics about health care. Dialogue journals thus allow learning to emerge from students' own lives and interests.

Uploaded by

smalik89
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Dialogue Journals: Interactive Writing to Develop

Language and Literacy


OVAE
By Joy Kreeft Peyton
National Center for ESL Literacy Education
Revised December 2000
Teachers of adults often wish that they had more time to communicate with the learners in their
classes-to learn about their backgrounds, interests, and needs; to share experiences and
information; and to track and document learners' developing knowledge and abilities. The need to
communicate is intensified with adults learning English as a second language (ESL). They bring to
the classroom extensive life experience and proficiencies in different languages and cultures. At
the same time, they may have limited literacy skills in their native language, have had little or no
schooling in their country, and have suffered trauma in their transition from their native country to
the United States (Isserlis, 2000), all of which affect their learning. If they are new arrivals to the
United States, they are adjusting to a new way of life at the same time that they are learning a
new language and beginning to function in a new educational or work setting. It is with these
learners that one-to-one communication is crucial-as part of a larger ongoing adjustment process
and as a way for teachers to get to know them, understand their levels of knowledge and
language skills, and address their particular language and literacy needs.
Many teachers of adults learning 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
use English in a supportive, nonthreatening 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 orientation, in which
learners write to express themselves, to make sense of their own and others' experiences, and to
develop their abilities (Auerbach, 1999; Isserlis, 1996). This type of writing can also be an
important component of a critical inquiry approach (Van Duzer & Florez, 1999), as learners and
teachers think critically together about texts and events that affect them and respond in writing.
What Are Dialogue Journals?
Dialogue journals are written conversations in which a learner and teacher (or other writing
partner) communicate regularly (daily, weekly, or on a schedule that fits the educational setting)
over a semester, school year, or course. Learners write as much as they choose on a wide range
of topics and in a variety of genres and styles. The teacher writes back regularly, responding to
questions and comments, introducing new topics, or asking questions. The teacher is primarily a
participant in an ongoing, written conversation with the learner rather than an evaluator who
corrects or comments on the quality of the learner's writing. Topics for or types of writing may be
specified to enhance the curriculum, and some correction may be given by the teacher, but the

primary goal of the writing is communication.


The first documented use of dialogue journals was in the 1980s with sixth grade
students, both native and nonnative English speakers, in California (Peyton & Reed,
1990; Peyton & Staton, 1993). Many teachers, however, report having communicated
with their adult learners through journal writing before this. They are now used in many
different educational settings--with adults and children, with native and nonnative
English speakers, in many different languages, and in teacher and volunteer training
programs (Peyton & Staton, 1996).
The following example, excerpted from dialogue journal entries written by an adult
learner and her teacher, illustrates the nature of the writing and ways it can fit into the
larger curriculum. This interaction, which continues for over a month, occurred when
"Elizabeth" (a pseudonym) responded to a comment by the teacher about the health of
her child. Elizabeth wrote at length about the fact that the child had been born
prematurely. This led to discussion in class about health care, prenatal care, and
women's issues generally, and to this written interaction about "Sami" (a pseudonym),
Elizabeth's son.
October 2
Elizabeth:Sami is better because He take medice. thank for your answer. I and my
family are well. And we had a good weekend. thank my Dear teacher.
October 23
Teacher: How old is Sami now? Does he sometimes watch TV in English? I think he's
lucky, because he is growing up hearing 2 languages-he'll be able to know Spanish and
English. Do your other kids speak both languages, too?
October 23
Elizabeth: Sami have 2 1/2 year old. When He Born He weingh 2 Pounds now he have 27
Pounds. he Barn from only sixth month. Some times he watch cartoons But he like
played with her toys. He Can said some words in English. Yes my other Kids speak
English and Spanish.
October 30
Teacher: . . .and about Sami-I'm happy that he's growing up. I didn't know that he was
born 3 months early. He's a great kid. Do you think you'll want to have any more
children?
October 30
Elizabeth: I'm very happy too by my son Sami he is very active and entilgent I want
more chdren. My husband want a girls. But the Doctor's say I can have not more
because is danger for me. But anyway I want more children.
November 16
Elizabeth: [In response to the teacher's questions about the possible danger of having
more children] the Doctor say is dangerous By my Hight Pleasurre [high blood pressure].

Now I have another Doctor is a woman Doctor But she is very nice.
(From Isserlis, 1996, pp. 58-59. Reprinted with permission.)

As this example illustrates, learners can write in dialogue journals about topics that are
important to them in the genres and styles matched to their needs and abilities. The
writing may include descriptions, narratives, complaints, or arguments with supporting
details, as the topic and communicative purposes dictate. It does not need to be
constrained by teacher- or curriculum-established topics or by a preset schedule of topics
and genres that must be covered in sequence. Sometimes it might focus on personal and
family concerns and interests, at others on academic or work-related issues. In this
example, the journal writing grew out of a theme (personal and children's health) that
the class was working on together. In other cases, topics raised in the journal can lead to
themes that the class then pursues together. (See McGrail, 1996, for an example.)

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