A Process Approach to Literacy Using Dialogue Journals and Literature Logs with Second Language Learners

Dados Bibliográficos

ID13683077
AutoresMaria De La Luz Reyes (University of Colorado Boulder, autor correspondente)
Ano1991
Volume25
Fascículo3
Páginas291-313
Data de publicação1991-10-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoResearch in the Teaching of English (JOURNAL)
Identificadores do periódicoISSN: 0034-527X • E-ISSN: 1943-2348
EditoraRoutledge (PUBLISHER • GB)
DOI10.58680/rte199115463
OpenAlexW283645388
IdiomaEN
Citações recebidas17
Referências citadas4

The study was conducted in a classroom that used a process approach to literacy. Ten case studies examined the ability of 6th grade Hispanic bilingual students to construct meaning in dialogue journals and literature logs in first and second language. Journals and literature logs were coded and analyzed for language code (L1/L2), topic, codeswitching, sensitivity to audience, writer’s voice, spelling, and grammatical structures. Findings indicate that students were more effective in constructing meaning in dialogue journals than in literature logs. Success in the journals revealed positive self-images while failure with literature logs evoked poor self-concepts. Findings also suggest that implementation of process approaches can pose its own set of instructional problems that need to be addressed, especially when effectiveness is judged in terms of the particular students involved. For example, although the students in this study were able to write in English before having complete control of the language, their development of complex ideas and the construction of meaning suffered considerably. The length and quality of the writing also degenerated when the topic was imposed, when students found no relevance in the literacy activity, and when they were not assisted in contextualizing writing tasks in their own terms. Overall, mere exposure to standard writing conventions did not improve the students’ use of them. The practice of implementing popular instructional programs without incorporating appropriate social, cultural, and linguistic adaptations appears to be ineffective with L2 learners

Emergent literacy · Linguistics · Literacy · Mathematics education · Pedagogy · Process (computing · Sociology · Computer Science · Education and Critical Thinking Development · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology