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This volume focuses on the use of dialogue journals in classrooms with students from diverse language and cultural backgrounds whose proficiency with spoken and written English is limited. The companion volume to Dialogue Journal Communication (Ablex, 1988), it carefully describes, from a teacher's experience, how dialogue journal writing can be effectively implemented in the multilingual classroom, with practical tips for starting and maintaining the practice, exploiting the benefits, and avoiding the pitfalls. It presents a model of researchers working in close collaboration with teachers and shows the development in the journals of individual students, with extended examples of student and teacher writing so that teachers can see research results that are not hopelessly extracted from the context in which they were produced. At the same time, it has a strong research orientation.
List of contents
Foreword
Acknowledgments
Introduction
COLLABORATION BETWEEN TEACHER AND RESEARCHERSCollaborative Research on a Teacher-Generated Practice
THE CLASSROOM AND THE STUDENTSOpening the Door to Communication in the Multilingual/Multicultural Classroom
The Development of Beginning Writers: Six Student Profiles
INTERACTION IN THE JOURNALSDialogue Journals as a Means of Assisting Written Language Acquisition
Using Language Functions to Discover a Teacher's Implicit Theory of Communicating with Students
Teacher Questions in Written Interaction: Promoting Student Participation in Dialogue
WRITTEN INTERACTION AND WRITING DEVELOPMENTThe Effect of Teacher Strategies on Students' Interactive Writing
The Influence of Writing Task on ESL Students' Written Production
References
Author Index
Subject Index
About the author
yton /f Joy /i Kreeft ton /f Jana
