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Gallaudet Univeristy
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Dialogue Journals

OVERVIEWI Like Dialogue Journals, BUT cover image

A dialogue journal is a daily written dialogue between the educator and student. When responding to the student, the educator models correct grammar, punctuation, and spelling.

THE EDUCATOR DOES THIS:

  • communicate through writing daily
  • use mini-lessons for strategies for journal writing
  • model correct English in written responses
  • scaffold development of writing skills through the journal
  • make dialogue journal writing fun

WHAT OBSERVERS WILL SEE:

  • students using dialogue journals regularly
  • students using known words, word walls, word banks, and a print-rich environment as resources for writing
  • students developing skills in using the resources in the room to get words they cannot write independently
  • teachers responding to journal\ entries in positive and reinforcing ways

HOW IT WORKS:

  • Student-centered: Dialogue Journals help make a connection with an adult.
  • Privacy: Keep the journal between the educator and the student. If sharing, get permission first.
  • Student first: Make sure the student, not the educator, writes the first entry. This helps set the tone.
  • Educators respond to students.
  • Continuous writing.
  • No corrections: Do not use the red pen. Instead, respond back in ways that show the correct grammatical and spelling conventions.
  • For all ages and abilities: Use journals with preschool through high school students, from those who just draw a picture to those who write much more complicated writing.

Bailes, C. "Dialogue Journals: Fellowship, Conversation, and English Modeling." Perspectives in Education and Deafness, 17:5 (May/June 1999).

CLASSROOM APPLICATIONS:
Here is one example of a dialogue journal:

Dialogue journal example

MATERIALS:

It's Your Turn Now! Using Dialogue Journals with Deaf Students. Bailes, C., et al. (Laurent Clerc National Deaf Education Center). (1986).

Burton, Jill, and Michael Carroll, eds. Journal Writing. Alexandria, VA: Teachers of English to Speakers of Other Languages, 2001.

Dialogue Journals Writing with Nonnative English Speakers: A Handbook for Teachers. Peyton, J. and Reed, L. (Teachers of English to Speakers of Other Languages, Inc.). (1990).

Student and Teachers Writing Together. Kreeft, J. (Teachers of English to Speakers of Other Languages). (1990).

A GOOD PLACE TO START:

Bailes, Cindy, Searls, Susan, Slobodzian, Jean, Staton, Jana (1986). It’s Your Turn Now! Using Dialogue Journals with Deaf Students. Washington, DC: Gallaudet University, Laurent Clerc National Deaf Education Center. Order at 800-526-9105 (tty/v); http://clerccenter.gallaudet.edu.

SUPPORTIVE RESEARCH AND DESCRIPTIVE LITERATURE:

Bailes, Cynthia Neese (1999). Dialogue journals: Fellowship, conversation, and English modeling. Perspectives in Education and Deafness, 17 (5), May/June.

Peyton, Joy Kreeft (ed.) (1990). Students and Teachers Writing Together: Perspectives on Journal Writing. Alexandria, VA: Teachers of English to Speakers of Other Languages.

Schleper, David R. (2000). Dialogue journals…for students, teachers, and parents. Odyssey, 1 (2), Spring, 11-14.

 

CLERC CENTER RESOURCES:
I Like Dialogue Journals, BUT... (DVD/manual)

Writing Conversation in the Dorm (Odyssey, Summer 2000) (PDF)

RESEARCH ON DIALOGUE JOURNALS

Dialogue Journals – General
Abstracts in PDF

Dialogue Journals with Children
Abstracts in PDF

Dialogue Journals with Deaf and Hard of Hearing Children
Abstracts in PDF

Dialogue Journals and Reading
Abstracts in PDF

Dialogue Journal and Writing
Abstracts in PDF