Bailey_Dialogue Journals

Using Dialogue Journals to PromoteUsing Dialogue Journals to PromoteInteraction in EFL ContextsInteraction in EFL Contexts

David Chiesa, Ryan Damerow, and KathiDavid Chiesa, Ryan Damerow, and KathiBaileyBailey

March 10, 2012March 10, 2012

IntroductionsIntroductions

Celebrating Foreign Language Education:A Monterey Bay Symposium

Many thanks to theMany thanks to theConference OrganizingConference OrganizingCommitteeCommittee

IntroductionsIntroductionsDavid ChiesaDavid Chiesa——Taught EFL to translation andTaught EFL to translation and

interpretation students at Guizhou University ininterpretation students at Guizhou University inGuiyang, China, where he used dialogueGuiyang, China, where he used dialoguejournals.journals.

Ryan DamerowRyan Damerow——Taught EFL and InterculturalTaught EFL and InterculturalCommunication to university students at theCommunication to university students at theSichuan International Studies University inSichuan International Studies University inChongqing, China.Chongqing, China.

Kathi BaileyKathi Bailey——Taught EFL to freshmen andTaught EFL to freshmen andsophomore students at the Chinese University ofsophomore students at the Chinese University ofHong Kong, where she used dialogue journalsHong Kong, where she used dialogue journalsfor two semesters.for two semesters.


David and the cast of David and the cast of ““HamletHamlet””


Ryan (on the floor)Ryan (on the floor)and his oral Englishand his oral Englishstudents at a partystudents at a partyon the last day ofon the last day oftheir English classtheir English class

Key ConceptsKey Concepts

Dialogue JournalDialogue Journal: : ““A dialogue journal is aA dialogue journal is awritten conversation in which a student andwritten conversation in which a student andteacher communicate regularly (daily, weekly,teacher communicate regularly (daily, weekly,etc., depending on the educational setting)etc., depending on the educational setting)……..The teacher is a participant in an ongoing,The teacher is a participant in an ongoing,written conversation with the student, ratherwritten conversation with the student, ratherthan an evaluator who corrects or commentsthan an evaluator who corrects or commentson the student's writingon the student's writing”” (Peyton, 1993, p. 1). (Peyton, 1993, p. 1).


In dialogue journalsIn dialogue journals, , ““language teachinglanguage teachingand learning are organized so thatand learning are organized so thatcommunication is systematically dialogiccommunication is systematically dialogic””

(Nassaji & Cumming, 2000, p. 99).(Nassaji & Cumming, 2000, p. 99).

Key ConceptsKey ConceptsInput: Input: ““language which a learner hears orlanguage which a learner hears or

receives from which he or she can learnreceives from which he or she can learn””(Richards, Platt, & Weber, 1985, p. 143).(Richards, Platt, & Weber, 1985, p. 143).

Key ConceptsKey ConceptsInteraction: “…the learner’s engagementwith the course content, other learners, theinstructor, and the technological mediumused in the course. True interaction withother learners, the instructor, and thetechnology results in a reciprocal exchangeof information…. Ultimately, the goal ofinteraction is to increase understanding ofthe course content or mastery of the definedgoals” (Thurmond, 2003, p. 4).


OutputOutput: : ““the act of producing languagethe act of producing language(speaking and writing)(speaking and writing)……part of thepart of theprocess of second language learningprocess of second language learning””

(Swain, 2005, p. 471). (Swain, 2005, p. 471).


Scaffolding:Scaffolding: ““progressive help provided by the moreprogressive help provided by the more

knowledgeable to the less knowledgeableknowledgeable to the less knowledgeable””(Nassaji & Cumming, 2000, p. 98).(Nassaji & Cumming, 2000, p. 98).


Scaffolding:Scaffolding: ““relevant and increasingly more preciserelevant and increasingly more precise

information in the environment at the rightinformation in the environment at the righttime to help to solve a particular problemtime to help to solve a particular problem””(de Bot, Lowie, & Verspoor, 2005, p. 81).(de Bot, Lowie, & Verspoor, 2005, p. 81).


Affordance:Affordance: The The ““relationship between an organismrelationship between an organism

and a particular feature of itsand a particular feature of itsenvironmentenvironment”” (van Lier, 2000, p. 252). (van Lier, 2000, p. 252).While an affordance allows action, itWhile an affordance allows action, itneither triggers nor causes that action:neither triggers nor causes that action:““What becomes an affordance depends onWhat becomes an affordance depends onwhat the organism does, what it wants,what the organism does, what it wants,and what is useful for itand what is useful for it”” (ibid.). (ibid.).


A leaf offers A leaf offers ““different affordances to differentdifferent affordances to differentorganisms:organisms:

crawling on for a tree frog,crawling on for a tree frog, cutting for an ant,cutting for an ant, food for a caterpillar,food for a caterpillar, shade for a spider,shade for a spider, medicine for a shaman, and so on.medicine for a shaman, and so on.……


“…“…In all cases the leaf is the same: itsIn all cases the leaf is the same: itsproperties do not change; it is just thatproperties do not change; it is just thatdifferent properties are perceived and acteddifferent properties are perceived and actedupon by different organismsupon by different organisms”” (ibid.). (ibid.).

““Each student has a different teacher.Each student has a different teacher.””


ZPD: The Zone of Proximal DevelopmentZPD: The Zone of Proximal Development ““the distance between a childthe distance between a child’’s actuals actual

development level as determined bydevelopment level as determined byindependent problem solving and the level ofindependent problem solving and the level ofpotential development as determined throughpotential development as determined throughproblem solving under guidance or inproblem solving under guidance or incollaboration with morecollaboration with more

capable peers capable peers”” (Vygotsky, 1978, p. 86). (Vygotsky, 1978, p. 86).

Key ConceptsKey ConceptsBy locating and entering the learnersBy locating and entering the learners’’

ZPD, teachers can scaffold the learnersZPD, teachers can scaffold the learners’’ work workwith the materials and tasks used in lessonswith the materials and tasks used in lessonsand across units. Learners must feeland across units. Learners must feelchallenged whenchallenged when

completing activities completing activities so they remain focused so they remain focused and engaged and engaged……

Key ConceptsKey Concepts……And in order to challenge oneAnd in order to challenge one’’s learners, thes learners, theactivities must be carried out throughactivities must be carried out throughinteraction withinteraction withindividuals capable ofindividuals capable ofhelping learners takehelping learners takethe next step towardthe next step towardthe outcome of the activity.the outcome of the activity.

Pedagogical ScaffoldingPedagogical Scaffolding

Six Elements of Pedagogical ScaffoldingSix Elements of Pedagogical Scaffolding

1. 1. ScaffoldingScaffolding is a metaphor. is a metaphor.2. Please look for examples of these six features2. Please look for examples of these six features

of pedagogical scaffolding in the dialogueof pedagogical scaffolding in the dialoguejournal data I will share with you.journal data I will share with you.

3. Let3. Let’’s look at the chart on your handout (froms look at the chart on your handout (fromWalqui & van Lier, 2010, p. 34).Walqui & van Lier, 2010, p. 34).


MoreMorePlannedPlanned

LessLessPlannedPlanned

Continuity & CoherenceContinuity & Coherence

Supportive EnvironmentSupportive Environment

IntersubjectivityIntersubjectivity

FlowFlow

ContingencyContingency

Emergence, orEmergence, orHandover/TakeoverHandover/Takeover


Continuity and CoherenceContinuity and Coherence: : ““Tasks andTasks andactivities that occur again and again, butactivities that occur again and again, butwith variation and room for improvisationwith variation and room for improvisation…”…”

““Having continuity and coherence in theirHaving continuity and coherence in theircurriculum and instruction provides [2LLs]curriculum and instruction provides [2LLs]with a steady platform from which to venturewith a steady platform from which to ventureout in new linguistic directionsout in new linguistic directions”” (p. 35). (p. 35).


Supportive EnvironmentSupportive Environment: [2LLs] : [2LLs] ““must feelmust feelsafe and trusted and must know that anysafe and trusted and must know that anymistakes or failures will not be held againstmistakes or failures will not be held againstthemthem”” (p. 35). (p. 35).

2LLs 2LLs ““can trust the teacher and their fellowcan trust the teacher and their fellowlearners to be supportive and tolerant of theirlearners to be supportive and tolerant of theirattempts to try something new even if theyattempts to try something new even if theymight not be fully successful yetmight not be fully successful yet”” (p. 35). (p. 35).


IntersubjectivityIntersubjectivity: 2LLs : 2LLs ““listenlistenattentively to what others have toattentively to what others have tosaysay……help othershelp others……and are comfortableand are comfortableasking for help without feelingasking for help without feelingembarrassed. They are willing to investembarrassed. They are willing to investtime and energy in understanding eachtime and energy in understanding eachotherother”” (p. 36). (p. 36).


Flow: Flow: a state that occurs when 2LLs a state that occurs when 2LLs ““areareworking on tasks and projects thatworking on tasks and projects that…… have havesupport structures and room forsupport structures and room forautonomy, when skills and challenges areautonomy, when skills and challenges arein perfect balancein perfect balance”” –– when 2LLs when 2LLs ““areareengaged in the activity for the sake of theengaged in the activity for the sake of theactivity itself and are absorbed in theiractivity itself and are absorbed in theirworkwork”” (p. 36). (p. 36).


Contingency: Contingency: ““Task procedures and taskTask procedures and taskprogress depend on initiatives taken byprogress depend on initiatives taken bylearnerslearners…….The language used is supported.The language used is supportedby what has beenby what has been

said so far, and it said so far, and it contributes to what contributes to what is said next is said next”” (p. 37). (p. 37).


Emergence, or Handover/Takeover:Emergence, or Handover/Takeover:2LLs 2LLs ““become increasingly autonomous.become increasingly autonomous.They find their own voice and takeThey find their own voice and takeinitiative in proposing,initiative in proposing,

planning, constructing planning, constructing and reflecting on subject and reflecting on subject area tasks area tasks”” (p. 37). (p. 37).

Dialogue Journal AssignmentDialogue Journal Assignment

DaveDave’’s classs class –– ““Raising CulturalRaising CulturalConsciousness Through LanguageConsciousness Through Language””––required course for third-year Translationrequired course for third-year Translationand Interpretation students (81 studentsand Interpretation students (81 studentsin three sections ofin three sections of

27 students each). 27 students each).

David with Elle,David with Elle, Yvonne, Faye Yvonne, Faye and Cynthia and Cynthia

Dialogue Journal AssignmentDialogue Journal AssignmentDaveDave’’s Classs Class JournalJournal Assignment Assignment

The journal is designed to give you a place toThe journal is designed to give you a place topersonalize your learning, by exploring whatpersonalize your learning, by exploring whatinterests you, by making connections betweeninterests you, by making connections betweenwhat you know and what you are learning, whatwhat you know and what you are learning, whatyou believe and what you are learning, and whatyou believe and what you are learning, and whatyou observe out in the real world and what youyou observe out in the real world and what youare learning. It is also a place to take risks, toare learning. It is also a place to take risks, totake positions, to solidify knowledge, and to asktake positions, to solidify knowledge, and to askquestions and get help when needed.questions and get help when needed.


React to or describe class discussionsReact to or describe class discussions Ask questions about readings/discussionsAsk questions about readings/discussions Argue for/against something you readArgue for/against something you read React to or describe something you readReact to or describe something you read

related to a topic discussedrelated to a topic discussed


Relate readings/discussions to your ownRelate readings/discussions to your ownexperiencesexperiences

Describe new knowledge you have obtainedDescribe new knowledge you have obtained Explore pedagogical implications ofExplore pedagogical implications of

discussions (if you want to be an Englishdiscussions (if you want to be an Englishteacher)teacher)


Fit new knowledge into what you alreadyFit new knowledge into what you alreadyknowknow

Ask questions about or get help for anAsk questions about or get help for anassignmentassignment

NOTE: NOTE: DaveDave’’s journal assignment wass journal assignment wasbased on one used by Dr. Lynn Goldsteinbased on one used by Dr. Lynn Goldsteinin her sociolinguistics course at MIIS.in her sociolinguistics course at MIIS.


A journal is a place to explore ideas, A journal is a place to explore ideas,and reactions. While I do not expect youand reactions. While I do not expect youto comment on everything we discuss, Ito comment on everything we discuss, Ido expect the journal to be an ongoingdo expect the journal to be an ongoingexploration: exploration: At least ONCE A WEEK At least ONCE A WEEK ––MINIMUM 3 FULL pages MINIMUM 3 FULL pages per weekper week(12 point font, Times New Roman,(12 point font, Times New Roman,Typed, DOUBLE SPACED).Typed, DOUBLE SPACED).


KathiKathi’’s Class, Chinese University of Hongs Class, Chinese University of HongKong (CUHK)Kong (CUHK)

A foreign language elective course on speakingA foreign language elective course on speakingand listening, with an emphasis on learningand listening, with an emphasis on learningstrategies and communication strategiesstrategies and communication strategies

Two sections each term with a total of 43Two sections each term with a total of 43(lower) intermediate students per term (21(lower) intermediate students per term (21and 22 students per class in fall and spring)and 22 students per class in fall and spring)


Each week, starting with the second week andEach week, starting with the second week andgoing to the 13going to the 13thth week of the semester, week of the semester,students were to write one page, sometimesstudents were to write one page, sometimesin response to a prompt, sometimes aboutin response to a prompt, sometimes aboutanything that interested them.anything that interested them.

Dialogue journals were submitted onDialogue journals were submitted onWednesday and returned to the studentsWednesday and returned to the studentswith my responses the following Monday.with my responses the following Monday.

Research DesignResearch Design

Research QuestionResearch Question:: Are the six features of pedagogical Are the six features of pedagogical

scaffolding present in thescaffolding present in the students students’’ dialogue journal dialogue journal entries and the teachers entries and the teachers’’ responses? responses?

Research DesignResearch Design

Sampling StrategySampling Strategy::Dialogue journals from the second semesterDialogue journals from the second semesterof Kathiof Kathi’’s classes and Daves classes and Dave’’s classes weres classes wereused.used.Since women outnumbered men by about 2Since women outnumbered men by about 2to 1, we randomly selected four women andto 1, we randomly selected four women andtwo men from each context (n = 12).two men from each context (n = 12).Data = SsData = Ss’’ ongoing dialogue journal entries ongoing dialogue journal entriesand Tsand Ts’’ responses for the entire semester. responses for the entire semester.

Data AnalysisData Analysis

Combing through the dialogue journalCombing through the dialogue journalentries and responses for evidence of theentries and responses for evidence of thesix features of pedagogical scaffoldingsix features of pedagogical scaffolding

Coding the interactionCoding the interaction based on our based on our understanding of understanding of Walqui and van Lier Walqui and van Lier’’ss (2010) framework (2010) framework


Continuity and CoherenceContinuity and Coherence

The cyclical nature of the task providedThe cyclical nature of the task providedcontinuity and coherence.continuity and coherence.

The reflective nature of the task lets Ss makeThe reflective nature of the task lets Ss makeconnections between the journal and theconnections between the journal and thelanguage class, their other courses, and theirlanguage class, their other courses, and theirlives outside of school lives outside of school –– in the TL.in the TL.


Continuity and CoherenceContinuity and Coherence

“As I said before, I really hope that I, I really hope that Icould pick up English again. I agree withcould pick up English again. I agree withProf. Brown Prof. Brown that we should set somethat we should set somespecific goals every day. Indeed I do setspecific goals every day. Indeed I do setsome already. Try to talk with NSs in hall.some already. Try to talk with NSs in hall.Memorize 10 vocabulary words each day.Memorize 10 vocabulary words each day.Learn bit by bit, day by day. And ofLearn bit by bit, day by day. And ofcourse, step by stepcourse, step by step”” (Vivian #2). (Vivian #2).



Emerged within the dialogue journals, as low-Emerged within the dialogue journals, as low-risk, private conversations with the particularrisk, private conversations with the particularteacherteacher

Occurred during the class lessons Occurred during the class lessons –– and was and waslater written about in the dialogue journalslater written about in the dialogue journals

Data AnalysisData Analysis [The dialogue journal] [The dialogue journal] ““is also a place tois also a place to

take risks, to take positions, to solidifytake risks, to take positions, to solidifyknowledge, and to ask questions and getknowledge, and to ask questions and gethelp when neededhelp when needed”” (Dave (Dave’’s assignment)s assignment)

Relatively low in potential face-threatRelatively low in potential face-threat

Relatively low time pressure for composingRelatively low time pressure for composingand editing (as opposed to speaking)and editing (as opposed to speaking)


Supportive Environment: Supportive Environment: ““WeWe’’ve had fourve had fourclasses of the Dave since week 1 and now weclasses of the Dave since week 1 and now weare more getting ourselves into it. Itare more getting ourselves into it. It’’s not likes not likethe former teachers, Davethe former teachers, Dave’’s course are full ofs course are full ofchallenge, creativity and ourselves.challenge, creativity and ourselves. I like Dave I like Daveto use to use ““HomefunHomefun”” instead of instead of ““HomeworkHomework””‐‐YouYouactually know what we students want to do outactually know what we students want to do outof class, thatof class, that’’s great!! I think we will soon gets great!! I think we will soon getuse to your courses and expect more of you.use to your courses and expect more of you.””(James, # 1)(James, # 1)


Intersubjectivity: Intersubjectivity: Mutual engagement; being“in tune” with one another

2LLs 2LLs ““listen attentively to what others have tolisten attentively to what others have tostaystay……help othershelp others……and are comfortable askingand are comfortable askingfor help without feelingfor help without feeling

embarrassed. They are embarrassed. They are willing to invest time and willing to invest time and energy in understanding energy in understanding each other each other”” (p. 36). (p. 36).


Intersubjectivity:Intersubjectivity:

““I really enjoy reviewing my classmateI really enjoy reviewing my classmate’’ssjournalsjournals……. By reading my classmates. By reading my classmatesjournals, I find I am not working alone.journals, I find I am not working alone.We both have identical goal (improvingWe both have identical goal (improvingEnglish). Through response we would getEnglish). Through response we would getothersothers’’ support and share experience with support and share experience witheach othereach other”” (Vivian #9). (Vivian #9).

Data Analysis:Data Analysis:

Intersubjectivity: Intersubjectivity: After a lesson aboutAfter a lesson aboutdomestic violence, a student told Dave in hisdomestic violence, a student told Dave in hisdialogue journal that his father had beaten hisdialogue journal that his father had beaten hismother. Dave replied,mother. Dave replied,

““WHOAH!!!!! First of all, thank you for openingWHOAH!!!!! First of all, thank you for openingyourself up. Secondly, I am so sorry to hearyourself up. Secondly, I am so sorry to hearabout that. Thirdly, are you OK?about that. Thirdly, are you OK?””


Contingency: Contingency: ““I would like to sayI would like to saysomething about my dream flower something about my dream flower andandyour response. How amazing! Youyour response. How amazing! Yousaid said I seem like a very progressiveI seem like a very progressivewoman who will one day want to be thewoman who will one day want to be thepresident of China.president of China. That That’’s true, when Is true, when Iwas in primary school I really want to bewas in primary school I really want to bethe president to order my Minister ofthe president to order my Minister ofEducation to alleviate burdens onEducation to alleviate burdens onstudents.students.”” (Cynthia, #1) (Cynthia, #1)

Data AnalysisData Analysis Flow (the hardest feature to Flow (the hardest feature to ““seesee’’):): In this class I have a great chance to speak In this class I have a great chance to speak

English that I think this will help me toEnglish that I think this will help me toimprove my fluency and increase myimprove my fluency and increase myconfidence when speaking. Today everyconfidence when speaking. Today everystudent in the class introduced a classmate instudent in the class introduced a classmate infront of them. Initially I was afraid that I couldfront of them. Initially I was afraid that I couldnot speak fluent English. However, when Inot speak fluent English. However, when Icame out to speak, I tried my best to speak.came out to speak, I tried my best to speak.For that time, I had enough confidence and IFor that time, I had enough confidence and Ithought I must speak well in the classthought I must speak well in the class”” (Annie (Annie#1)#1)


Emergence, or Handover/TakeoverEmergence, or Handover/Takeover

“James was so moved by the videos duringthe class that he had to write down hisfeelings and present them to me in thisjournal entry. I told the class that if they feltuncomfortable, sad, angry, depressed, orwhatever during the content of the lesson,that they can take time away (removethemselves) and I will not ask why....



James was the only one during the lessonwho stood up, went to the back of the room,and wrote. I did not ask him why. However,when he removed himself from the lesson, hewrote the following words. He did not wantto forget because he wanted it to be ajournal entry.” (Dave re: James #2)



KathiKathi’’s students taught her about Lunar News students taught her about Lunar NewYear (a natural information gap)Year (a natural information gap) Family responsibilitiesFamily responsibilities FoodFood SayingsSayings FolkloreFolklore CustomsCustoms


Next Steps in the Data Analysis:Next Steps in the Data Analysis:

Read and code more dataRead and code more dataCalculate inter-coder agreementCalculate inter-coder agreementQuantify (?) the results by categoryQuantify (?) the results by categoryLook for any developmental patternsLook for any developmental patterns

across entries of the same studentacross entries of the same studentWork with Dave and Ryan to write theWork with Dave and Ryan to write the

paper!paper!

Advantages & DisadvantagesAdvantages & Disadvantages

What are the advantages and disadvantagesWhat are the advantages and disadvantagesof using dialogue journals with FLof using dialogue journals with FLstudents?students?

Advantages & DisadvantagesAdvantages & Disadvantages

For students, Dialogue JournalsFor students, Dialogue Journals

Provide a private space to interact with theProvide a private space to interact with theteacher in a non-face-to-face context teacher in a non-face-to-face context –– hence hencethe potential face threat is limitedthe potential face threat is limited

Provide opportunities for students to exploreProvide opportunities for students to explorecontroversial issues and express their feelingscontroversial issues and express their feelings

Advantages and DisadvantagesAdvantages and Disadvantages

““When I first told my new friends on line that IWhen I first told my new friends on line that I’’mma Tujia, they a Tujia, they …… questioned me about a lot of questioned me about a lot ofthings, like whether I could speak Mandarinthings, like whether I could speak Mandarinand had I ever I lived in a caveand had I ever I lived in a cave……. I felt absurd. I felt absurdand ridiculous, if I could not speak Mandarin,and ridiculous, if I could not speak Mandarin,how could I communicate with them inhow could I communicate with them inChinese, if I was a caveman, where does theChinese, if I was a caveman, where does thecomputer come from? We are not primitive atcomputer come from? We are not primitive atall! Such stereotype is laughable but alsoall! Such stereotype is laughable but alsohurtfulhurtful”” (Dorothy, #2). (Dorothy, #2).


Afford students opportunities to disclose personalAfford students opportunities to disclose personalexperiences in a low-risk environmentexperiences in a low-risk environment

““During my teenage years, my mother beat me aDuring my teenage years, my mother beat me alot and seriously. Shelot and seriously. She’’s crazy when she gots crazy when she gotfurious. She can shout any word and do anyfurious. She can shout any word and do anything, just like breaking the door. How toughthing, just like breaking the door. How toughthat time is. Thank goodness, itthat time is. Thank goodness, it’’s all over. Shes all over. Sheis not reasonable, but she canis not reasonable, but she can’’t control herselft control herselfwhen she is angry" (Arianna, #3).when she is angry" (Arianna, #3).


In a foreign language context, dialogueIn a foreign language context, dialoguejournals provide opportunities for studentsjournals provide opportunities for studentsto get more input and generate moreto get more input and generate moreindividual output in the target language.individual output in the target language.


For students, Dialogue JournalsFor students, Dialogue JournalsAllow students to get personalized commentsAllow students to get personalized comments

from the teacher (both input and feedback)from the teacher (both input and feedback)Provide a vehicle to develop language (writing,Provide a vehicle to develop language (writing,

vocabulary, grammar) and cognitive skillsvocabulary, grammar) and cognitive skills(analysis)(analysis)

Provide opportunitiesProvide opportunitiesfor naturally occurringfor naturally occurringinformation gapsinformation gaps


For teachers, Dialogue JournalsFor teachers, Dialogue Journals

Give unique glimpses into the studentsGive unique glimpses into the students’’ideas, their language proficiency, andideas, their language proficiency, andsometimes their concernssometimes their concerns

Provide a private place to address thoseProvide a private place to address thoseideas and concernsideas and concerns


““I agree with you that many Hong KongI agree with you that many Hong Kongstudents are lacking in confidence? Pleasestudents are lacking in confidence? Pleasetell me why. Why do Hong Kong studentstell me why. Why do Hong Kong studentslack confidence? I was very surprised atlack confidence? I was very surprised atthe prevalence of this attitude among mythe prevalence of this attitude among mystudents last term, and my students thisstudents last term, and my students thisterm have expressed the same idea.term have expressed the same idea.””(Kathi)(Kathi)


Build relationships and rapport with students ““I enjoy the whole process of learningI enjoy the whole process of learning

with my class and Dave. Unquestionably,with my class and Dave. Unquestionably,we have established strong friendship withwe have established strong friendship witheach othereach other”” (Janie, #3). (Janie, #3).


For teachers, Dialogue JournalsFor teachers, Dialogue JournalsHelp us understand the SsHelp us understand the Ss’’ background background

(cultural, individual, and linguistic)(cultural, individual, and linguistic)““I was very happy to read about your cousinsI was very happy to read about your cousins

coming from Canada. Where do they live? Docoming from Canada. Where do they live? Dothey still speak Cantonese? Have you everthey still speak Cantonese? Have you evervisited Canada? How old are your cousinsvisited Canada? How old are your cousinsnow? Inow? I’’m really glad you practiced Englishm really glad you practiced Englishwith them during your winter holidaywith them during your winter holiday”” (Kathi) (Kathi)


Allow for specific input targeted at theAllow for specific input targeted at theindividual learnerindividual learner’’s proficiency levels proficiency level

StudentStudent’’s writing: s writing: ““So I afraid English I think ISo I afraid English I think Ido not have confidence. I afraid to speak.do not have confidence. I afraid to speak.””

KathiKathi’’s response: s response: ““What do you do when youWhat do you do when youareare afraid of something? When I afraid of something? When I amam afraid, afraid,sometimes I tell my best friend that I sometimes I tell my best friend that I amamafraid, and he talks to me about what I afraid, and he talks to me about what I amamworried about.worried about.””


Give ongoing feedback about the courseGive ongoing feedback about the coursewhich can help us reflect and planwhich can help us reflect and plansubsequent lessonssubsequent lessons

““II’’m glad you felt that I give you confidence.m glad you felt that I give you confidence.I want you and the other students to feelI want you and the other students to feelconfident so that you will speak Englishconfident so that you will speak Englishmore often than you have in the pastmore often than you have in the past””(Kathi)(Kathi)


Dialogue journal entries can provide aDialogue journal entries can provide aspringboard for further discussion andspringboard for further discussion andexploration.exploration.

(Cookie, #2)(Cookie, #2)


““The dialogue journals were the conceptualThe dialogue journals were the conceptualanchor for the course. They helped meanchor for the course. They helped memake decisions about what to do in classmake decisions about what to do in class

-- where to push and where to pull. -- where to push and where to pull.

Dialogue journals are pivotal for teachers asDialogue journals are pivotal for teachers asa source of feedback.a source of feedback.”” (Dave) (Dave)


For example, based on a dialogue journalFor example, based on a dialogue journalentry by Owen, Dave decided to useentry by Owen, Dave decided to useKumarKumar’’s (2003) strategy of s (2003) strategy of ““ensuring socialensuring socialrelevancerelevance”” and added the family as a topic and added the family as a topicof discussion due to an issue that Owen hadof discussion due to an issue that Owen hadraised (his view that Chinese value theraised (his view that Chinese value thefamily more than Americans do).family more than Americans do).

Dave with OwenDave with Owen Interpreting Interpreting


Depending on the assignment, respondingDepending on the assignment, respondingto dialogue journals can represent ato dialogue journals can represent asubstantial time commitment on the partsubstantial time commitment on the partof the teacher.of the teacher.


Students may divulge serious problemsStudents may divulge serious problems(e.g., suicidal thoughts) that the teacher(e.g., suicidal thoughts) that the teacherneeds to deal with in some way.needs to deal with in some way.

Teachers may discover some problems thatTeachers may discover some problems thattheythey’’d rather not knowd rather not know

about and/or cannot about and/or cannot do anything about. do anything about.


Are dialogue journals culturally appropriateAre dialogue journals culturally appropriatein all contexts?in all contexts?

Should teachers grade and/or correctShould teachers grade and/or correctstudentsstudents’’ dialogue journal entries? If so, dialogue journal entries? If so,how?how?

What is the optimal length and frequency ofWhat is the optimal length and frequency ofdialogue journal entries to achieve theirdialogue journal entries to achieve theirpotential benefits?potential benefits?


Do teachers who share the studentsDo teachers who share the students’’ home homeculture have opportunities to learn fromculture have opportunities to learn fromthe dialogue journals, or is thisthe dialogue journals, or is thisopportunity primarilyopportunity primarily

relevant to teachers relevant to teachers from another culture? from another culture?

Concluding CommentsConcluding Comments

Research QuestionResearch Question: Are the six features of: Are the six features ofpedagogical scaffolding present in thepedagogical scaffolding present in thestudentsstudents’’ dialogue journal entries and the dialogue journal entries and theteachersteachers’’ responses? responses?


MoreMorePlannedPlanned

LessLessPlannedPlanned

Continuity & CoherenceContinuity & Coherence


IntersubjectivityIntersubjectivity

FlowFlow

ContingencyContingency



Continuity & CoherenceContinuity & CoherenceSupportive EnvironmentSupportive EnvironmentIntersubjectivityIntersubjectivityFlowFlowContingencyContingencyEmergence, orEmergence, or

Handover/TakeoverHandover/Takeover

In Class: In Journals:In Class: In Journals:

YesYes Yes YesYesYes Yes YesYesYes Maybe MaybeYesYes Maybe not Maybe notYesYes Yes YesYesYes Yes Yes


““Education requires two things to cooperateEducation requires two things to cooperatewith each otherwith each other——teaching and learning.teaching and learning.Successful education, of course, shouldSuccessful education, of course, shouldhave good cooperation of teacher andhave good cooperation of teacher andstudents. Each one side of cooperationstudents. Each one side of cooperationshould give out and receive things equally.should give out and receive things equally.If one side is imbalance, cooperation failedIf one side is imbalance, cooperation failedand education failed.and education failed.””

(James, #1)(James, #1)


““As for writing a journal every week andAs for writing a journal every week andexchange of journals are also goodexchange of journals are also goodmethod to train us writing more and thinkmethod to train us writing more and thinkmore English and learn the style ofmore English and learn the style ofpassage. All of us can benefit.passage. All of us can benefit.Furthermore, you write comments on ourFurthermore, you write comments on ourjournals can communicate with us otherjournals can communicate with us otherthan in class. We may happy if our idea isthan in class. We may happy if our idea isresponded and agreedresponded and agreed”” (Vivian). (Vivian).


The dialogue journals let us as foreignThe dialogue journals let us as foreignlanguage teachers locate and enter ourlanguage teachers locate and enter ourstudentsstudents’’ various ZPDs, providing private various ZPDs, providing privatetailored input and modeling to eachtailored input and modeling to eachindividual, while engaging with their ideas.individual, while engaging with their ideas.


The students found different affordances in thedialogue journal assignments – a chance tovent or question, to explain themselves, toteach us – or, for some, just more homework.


For a list of references on dialogue journalsFor a list of references on dialogue journalsand many other topics, please visitand many other topics, please visit

www.tirfonline.orgwww.tirfonline.org

Click on Click on ““Access to ResourcesAccess to Resources””and then on and then on ““References.References.””Scroll down to the topicsScroll down to the topicsthat interest you.that interest you.


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Bailey_Dialogue Journals

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Transcript of Bailey_Dialogue Journals