Student and Teacher Strategies for Communicating through Dialogue Journals in Hebrew: A Teacher Research Project

Abstract

Two major issues are addressed in this teacher research paper: A description of strategies used by students in their dialogue journal writing and a description of strategies used by the teacher‐researcher in responses to students' dialogue journal entries. The major findings are that students used L1 as a resource in their L2 for the following purposes: (1) translation as a means to communicate, (2) codeswitching as a clarification device, and (3) translation as a learning strategy. Meanwhile, the teacher‐researcher used the following strategies: summarizing information; modeling conventions; using translation, codeswitching and other semiotic systems to convey meaning; using basic and repetitive format for the responses; using students' themes and vocabulary; and fostering authentic communication. Practical applications for foreign language teachers and researchers are included.

El diario del estudiante de enfermería en la práctica clínica frente a los diarios realizados en otras disciplinas. Una revisión integradora

“…El paradigma es "escribir para aprender", es decir, desarrollar el pensamiento a medida que se escribe. Se basa en la suposición de que el pensamiento del estudiante y su aprendizaje pueden crecer y clarificarse a través del proceso de escritura (11)(12)(13).…”

“…Es la modalidad de diario escogida cuando se quiere fomentar el aprendizaje de un área determinada (12).…”

“…• Necesidad de gran cantidad de tiempo para leer y responder a los estudiantes (10,12,19,21,38) y para explicar los criterios de evaluación y calificación (38), lo que puede llevar a un dilema moral cuando el profesor no es capaz de dedicar al estudiante el tiempo suficiente (10).…”

Code- Switching as an Efl Instructional Strategy: an Insight to Indonesian Lecturers’ Practices

“…The use of CS for educational purposes has been studied meticulously in diverse settings and contexts. A plethora of studies has reported various pedagogical benefits of practicing code-switching in classroom interactions, which include improvement of learning outcomes (Ahmad & Jusoff, 2009;and Turnbull, 2001), improvement of communicative competence (Schwarzer, 2004), and enhancement of students' participation and interaction (Creese & Blackledge, 2010;Mati, 2010).…”

Teachers’ interpretations of the concept-context approach for L1 education.

“…He believed that students learn and develop when given the freedom to experiment and develop their knowledge in a meaningful context (see for example Fottland, 2004 about Dewey). Other researchers since Dewey have worked with conceptcontext rich education, although some called it context-rich education or authentic education (for example Wierstra & Wubbels, 1994;Mayer, 1998;Nicaise, Gibney & Crane, 2000;De Bock, Verschaffel, Janssens, Van Dooren & Claes, 2003;Van den Akker, 2003;Quintana, et al, 2004;Schwarzer, 2004;Koens et al, 2005;Ainley & Patrick, 2006;Bennett & Lubben, 2006;Evelein, 2006;Brand, Reimer & Opwis, 2007;Caldwell, 2007). The approaches of these researchers have much in common, but there are differences as well.…”