This study examines the educational and interpersonal benefits of dialogue journal writing within the Cambodian context. The research plan involved, first, a thorough survey of the literature on journal writing, which then provided the theoretical framework for the construction of hypotheses. These hypotheses asserted that dialogue journal writing brings about educational as well as interpersonal benefits. In educational terms, this task enables learners to attain proficiency in speaking, reading and writing, gain functional competence, and develop critical thinking skills. In interpersonal terms, dialogue journal writing helps in the development of the relationship between the teacher and the learner and offers a source of cultural information. The next stage involved assigning and collecting the journals and then analysing them to check for the presence of particular features which were asserted to bring about the benefits as stated in the hypotheses. The writer conducted her research with a class of Cambodian students at Phnom Penh University. Within the journals of the eighteen learners, most of these features were discovered, thus supporting the hypotheses that journal writing offers particular educational and interpersonal benefits. Where the features were absent or variant, explanations for this based on the culture of the learners, the conditions of the country during the period of the study, and the culture of the teacher were offered. Finally, the writing in the dialogue journals of the subjects provided strong evidence that dialogue journal writing offers learners a scope for genuine studentteacher communication and for personal communication and mutual understanding between each individual student and teacher.

About 20 percent of school-aged children, 18 years and younger, struggle with mental health issues in America today. Mental health issues lead to greater rates of suicide, depression, loneliness, anxiety, and bullying that takes place in and out of schools. This exploratory multiple case study looks at how 10 fourth graders, five male and five female, use a weekly entry in a dialogue journal letter to their teacher to share their emotional lives. I explore how a dialogue journal can open up a space between students and teachers for emotional aspects of life and learning to be included in schools. This study specifically explores what children say about their lives and feelings in a dialogue journal across a period of a school year. I also inquire into changes in a period of crisis teaching when a worldwide pandemic closes down school and children are forced into distance learning in their homes. We find that 1) students can share feelings, ideas and parts of themselves with me in a dialogue journal that they don't share in class, 2) the journal provides a space for them to elaborate upon and become more aware of their feelings, 3) students seek to have a personal connection with their teacher, 4) students have comments and feedback about what is happening in the classroom, and 5) the student's entries affected my immediate practices as a teacher and added insights and ideas for future practices on how I could have been even more supportive to the students.

About 20 percent of school-aged children, 18 years and younger, struggle with mental health issues in America today. Mental health issues lead to greater rates of suicide, depression, loneliness, anxiety, and bullying that takes place in and out of schools. This exploratory multiple case study looks at how 10 fourth graders, five male and five female, use a weekly entry in a dialogue journal letter to their teacher to share their emotional lives. I explore how a dialogue journal can open up a space between students and teachers for emotional aspects of life and learning to be included in schools. This study specifically explores what children say about their lives and feelings in a dialogue journal across a period of a school year. I also inquire into changes in a period of crisis teaching when a worldwide pandemic closes down school and children are forced into distance learning in their homes. We find that 1) students can share feelings, ideas and parts of themselves with me in a dialogue journal that they don't share in class, 2) the journal provides a space for them to elaborate upon and become more aware of their feelings, 3) students seek to have a personal connection with their teacher, 4) students have comments and feedback about what is happening in the classroom, and 5) the student's entries affected my immediate practices as a teacher and added insights and ideas for future practices on how I could have been even more supportive to the students.

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Made available in DSpace on 2015-05-14T12:43:26Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1148547 bytes, checksum: 270fffb8ed4f3936c14d8aad9387e96b (MD5) Previous issue date: 2009-09-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Situated in the field of Applied Linguistics, this case study focuses on a dialogue journal and addresses issues such as reflective teacher development (PIMENTA & GHEDIN, 2002; ZEICHNER, 2002), the teacher-researcher (FREEMAN, 1996; LÜDKE, 2001), and journal writing as a possibility for teachers to (re)interpret and (re)evaluate their own discursive practices (LIBERALI, 1999; REICHMANN, 2001; ZABALZA, 2004, amongst others). In the light of these considerations, this case study focuses on a reflective dialogue journal produced over five months by two EFL public school teachers in northeastern Brazil, in 2007. The study aims at investigating how the teachers make meaning of their own experiences, that is, how they represent their practice in the fourteen selected narratives through their lexical-grammatical choices. Taking into account that discourse is a practice of signifying the world (FAIRCLOUGH, 1992), and on adopting Systemic-Functional Grammar (HALLIDAY, 1994) as the theoretical framework grounding this study, more specifically, the transitivity system, the main objective of this study is to examine the representation of teaching experience through Processes and Participants (HALLIDAY, 1994) in 126 primary clauses and in 29 projected clauses. Results reveal that Beatriz´ experience is mainly represented by mental Processes, while Clarisse‟s experience is represented mostly by relationals. It can be seen that Beatriz problematizes her own practice, questioning, while Clarisse characterizes and compares their practices, counseling. As to the mental projections, teachers´ representations are constituted by material and relational Processes, indicating doing and being in terms of challenges and (dis)pleasures regarding the classroom and the profession. In sum, on giving visibility to language teachers´ work, research practice, and to collaborative construction of knowledge, this study is a contribution to EFL continued teacher development. / Situado no campo da Lingüística Aplicada, este estudo de caso sobre um diário dialogado envolve questões como a formação crítico-reflexiva do professor (PIMENTA e GHEDIN, 2002; ZEICHNER, 2002), o professor como pesquisador de sua prática (FREEMAN, 1996; LÜDKE, 2001) e a produção diarista como possibilidade para professores (re)interpretarem e (re)avaliarem suas próprias práticas discursivas (LIBERALI, 1999; REICHMANN, 2001; ZABALZA, 2004, dentre outros). À luz desses pressupostos, este estudo de caso abarca a produção de um diário dialogado ao longo de cinco meses por duas professoras de inglês como língua estrangeira (Beatriz e Clarisse, seus nomes fictícios), atuando em escolas na rede pública em uma região nordestina, em 2007. Esta pesquisa objetiva investigar como as professoras dão sentido às próprias experiências, ou seja, como representam a prática docente nas catorze narrativas selecionadas, por meio de suas escolhas léxico-gramaticais. Considerando que o discurso é uma prática de significar o mundo (FAIRCLOUGH, 1992) e utilizando a Lingüística Sistêmico-Funcional (HALLIDAY, 1994) como ferramenta teórico-metodológica, mais especificamente, o sistema de Transitividade, esta pesquisa tem como objetivo específico examinar a representação da experiência docente no diário, através de Processos e Participantes (HALLIDAY, 1994) em 126 orações primárias e 29 orações projetadas. Os resultados revelam que a experiência de Beatriz é representada principalmente por Processos mentais, inscrevendo o pensar, sentir e perceber, enquanto que a experiência de Clarisse é representada mais freqüentemente por Processos relacionais, inscrevendo o ser. Verificou-se que Beatriz problematiza sua própria prática em sala de aula, questionando, enquanto que Clarisse caracteriza e compara a prática de ambas, principalmente aconselhando. Em relação às projeções mentais, as representações das professoras são constituídas por Processos materiais e relacionais, indicando o fazer e o ser em relação a desafios e (des)prazeres na sala de aula e na profissão. Concluindo, ao dar visibilidade ao trabalho docente, à prática investigativa e à construção colaborativa do conhecimento, esta pesquisa é uma contribuição para a área de formação continuada de professores de língua estrangeira.