Dialogue Journals: Interactive Writing To Develop Language and Literacy. Revised. ERIC Q&A.

Autor/in	Peyton, Joy Kreeft
Institution	National Clearinghouse for ESL Literacy Education, Washington, DC.
Titel	Dialogue Journals: Interactive Writing To Develop Language and Literacy. Revised. ERIC Q&A.
Quelle	(2000), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Dialog Journals; English (Second Language); Journal Writing; Limited English Speaking; Literacy; Second Language Instruction; Second Language Learning; Student Journals; Teaching Methods; Writing (Composition) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zeitschriftenaufsatz; Alphabetisierung; Schreib- und Lesefähigkeit; Fremdsprachenunterricht; Zweitsprachenerwerb; Studentenzeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung
Abstract	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)
Anmerkungen	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.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC