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Vowel Length From Latin to Romance

By Michele Loporcaro

This book "draws on extensive empirical data, including from lesser known varieties" and "puts forward a new account of a well-known diachronic phenomenon."


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Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

This book "challenges the assumption that there is only one 'legitimate' and homogenous form of English or of any other language" and "supports the view of different/alternative histories of the English language and will appeal to readers who are skeptical of 'standard' language ideology."


Academic Paper


Title: English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school
Paper URL: http://www.tandfonline.com/doi/abs/10.1080/07908310508668748
Author: Sue-san Ghahremani-Ghajar
Institution: Alzahra University
Author: Seyyed-Abdolhamid Mirhosseini
Email: click here TO access email
Institution: Alzahra University
Linguistic Field: Applied Linguistics; Discourse Analysis; Language Acquisition
Abstract: This qualitative study, employing an ethnographic research method, investigates how dialogue journal writing, which allows teachers and learners to engage in ‘written conversation’, may provide an opportunity to bring critical pedagogy and foreign language education together in a productive way in the context of a critical literacy practice. The data consisted of informal written interviews and more than 600 journal entries written by 30 16-year-old high school students in Tehran. The results were qualitatively analysed in search of themes relevant to empowerment as a critical educational value and critical writing as a critical literacy practice. The study revealed that writing dialogue journals as a language education activity in EFL pedagogy may empower learners and provide them with opportunities to express their ‘voice’. It further revealed that dialogue journal writing led to gains in critical self-reflective EFL writing ability.
Type: Individual Paper
Status: Completed
Publication Info: Language, Culture and Curriculum, 18(3), 286–299, 2005.
URL: http://www.tandfonline.com/doi/abs/10.1080/07908310508668748


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