Learning partnership through dialogue journals: applying non-hierarchic assumptions in the classroom.

Autor/in	Gross, Janet F.
Titel	Learning partnership through dialogue journals: applying non-hierarchic assumptions in the classroom.
Quelle	(1990), 141 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	Mikroform; Monographie
Schlagwörter	Kommunikation; Soziale Rolle; Lehrer-Schüler-Relation; Lehrerrolle; Schüler; Schülerverhalten; Fehler; Korrektur; Lerntheorie; Teamteaching; Fremdsprachenunterricht; Schreiben; Dialog; Effizienz
Abstract	One teacher's experiences in incorporating non-hierarchic learning assumptions and values in the second language classroom, especially through the use of dialogue journals, are reported. In the first part, observations of accuracy-based classroom language teaching are contrasted with the meaning-based acquisition model. Six salient characteristics of dialogue journals and how they could serve as a vehicle for these learning assumptions are reviewed. The second part is a detailed account of experiences with dialogue journals, including illustrative journal excerpts. Issues such as setting up ground rules, student resistance, correction, topic generation, shifting teacher/student roles and their effect on teacher participation are discussed. The teacher's and the students' participation in the dialogue journal writing process are evaluated, emphasizing the crucial role of student/teacher reciprocity and mutuality in creating and sustaining the desire to stretch one's language use so dialogue can be maintained.
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	1996_(CD)