Visual Aids as Response Facilitators in Dialogue Journals

Authors

  • M. Gregory Tweedie
  • Roswita Dressler

DOI:

https://doi.org/10.20360/langandlit29182

Abstract

Dialogue journals are useful pedagogical tools for developing communicative written fluency. While instructors often respond to student writing by modeling, questioning and providing feedback, visual aids are also sometimes used to enhance communication. In this study, findings from an examination of 12 adult English Language Learners’ dialogue journals reveal that the instructor demonstrated an understanding of visual aids, which included instructor-drawn pictures and textual enhancements. Some students responded with hand-drawn pictures of their own and noted that visuals increased their interest in writing and helped them to understand unfamiliar topics. The use of instructor-drawn pictures and textual enhancements as a part of dialogue journals facilitates communication and strengthens the rapport-building for which dialogue journals are well-known.

Author Biographies

M. Gregory Tweedie

Dr. M. Gregory Tweedie is Associate Professor at the Werklund School of Education, University of Calgary. He has used dialogue journals with English Language Learners in China, Singapore, Malaysia, Qatar, Kazakhstan, Australia and now Canada. He holds a teaching certification as a secondary school teacher in Queensland, Australia.

Roswita Dressler

Dr. Roswita Dressler is an Assistant Professor at the Werklund School of Education, University of Calgary specializing in second language teaching. As Director – Teaching Across Borders, she has studied the use of dialogue journals with ELLs from Japan. She is a former K-12 teacher of French and German.

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Published

2018-05-23

How to Cite

Tweedie, M. G., & Dressler, R. (2018). Visual Aids as Response Facilitators in Dialogue Journals. Language and Literacy, 20(2), 125–143. https://doi.org/10.20360/langandlit29182

Issue

Vol. 20 No. 2 (2018)

Section

Articles

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