Journal Writing in Second Language Education

Preface

Preface Overview and Rationale This book on journal writing is for teachers in second and foreign language education who wish to understand the many uses of journal writing in teaching, learning, and research in second language (L2) education. It brings together three perspectives on journal writing that are ordinarily treated separately in books and articles: (1) journal writing for learners of second and foreign languages at different proficiency levels; (2) journal writing as a multipurpose learning tool for teacher development; and (3) journal writing for teachers who wish to use journals as part of their classroom research and publication . The book reviews literature in each of these areas; provides examples of journal writing for teaching, learning, and research; poses questions for discussion; and suggests activities for practice. Several assumptions underlie the ideas in this book: Regular risk-free writing can potentially promote language development and writing improvement; reflection on the self, on subject matter, and on one’s learning processes can contribute to a journal writer’s agency, autonomy, depth of engagement, and personal and intellectual development; and journal writing can contribute to authentic and personalized communication between teachers and learners and among learners. Some of the questions that the book addresses are: What are the common characteristics of journals? What different kinds of journals are there, and what are their purposes and characteristics ? What are the common issues that language teachers face as they decide whether and how to use journals? In what ways have journals been used to benefit the linguistic, intel- ix lectual, and personal growth of journal writers? Can journals be used at any proficiency level and with different age groups? What practical issues arise in implementing journal writing practices in L2 classes and in language teacher education classes (e.g., confidentiality, time, class size)? What are the arguments for and against assigning topics, error correction of journals, grading and evaluation, and other requirements? What connections can be made between journal writing and more formal academic writing? How do teachers deal with student resistance, or with their own resistance to writing journals? In what ways can journals written and used by those in language teacher education programs and researchers contribute to projects on language development and writing development? What caveats must we consider about journal writing, and what questions remain unanswered? Many of these issues have been considered in other publications , but none brings them together in an authored book for the purposes of presenting them under one cover to readers in second and foreign language education programs. The multifaceted approach of this book will benefit not only students of L2 writing in language teacher education programs and novice practicing teachers, but also experienced teachers who may wish to initiate or expand journal writing practices in their own classes or to explore ways to use journal writing as part of master’s level or doctoral research. The book thus provides an overview of the many uses of journal writing in language education and simultaneously functions as a resource for specific uses and interests that individual language and writing teachers may have. Type of Book Journal Writing in Second Language Education is a professional book designed primarily for use in M.A. TESOL or applied linguistics programs that prepare teachers and researchers for work in second and foreign language contexts. Other teachers and researchers whose students include multilingual speakPreface x ers and writers will also benefit from this book. It is likely to be used as a supplemental rather than a main text in teacher education classes. It could, however, be used as one of several main texts in some classes, such as Methods of Teaching, Practicum, Second Language Writing, Classroom Research, Literacy in a Second Language, and Professional Development of Language Teachers. It has enough practical advice and questions for reflection to appeal to individual language teachers as well. The book has the following distinguishing features: • It is written specifically for teachers working with multilingual students and for teachers who are studying their own language learning and teaching, although it can be used by other teachers as well. • It is organized so that readers can easily locate chapters that pertain to their particular interests. • Each main chapter begins with several extended examples of actual journal use. The examples provide a better entry into how journals can be used than does a how-to list and thus constitute the core of each chapter. • It provides...