This document discusses dialogue journals and academic dialogue journals (ADJA) as a teaching strategy. It summarizes that ADJA integrates the study of literature, grammar, vocabulary and spelling through sustained writing interactions between students and teachers. Students informally write about topics of interest, and teachers provide feedback to improve students' writing skills over time in areas like spelling, grammar, word choice and peer editing. The goal is to improve communication and students' confidence by exchanging ideas while reinforcing learning.

1. ADELUISA G. SANTIAGO
La Paz National High School

2.  A dialogue journal is an informal written
conversation between two or more people
(student-student or student-teacher) about
topics of mutual interest. These written
conversations reinforce learning while
forming bonds between students that can
provide a foundation for later cooperative
learning activities.

3.  According to Toby Fulwiler, journal writing is
an important way of individualizing
instruction and encouraging independent
thinking. Journals record the students'
"individual travel through the academic
world"; at the same time, journals can provide
a springboard for more formal papers or
projects (Fulwiler 2000).

4.  ADJA is a teaching strategy which integrates
the study of
 literature,
 grammar,
 vocabulary and
 spelling.

5.  It aims to provide students with sustained
writing interaction between students and
teacher.
 It also aims to improve communication
between teachers and students, so as to
improve students’ confidence that they share
in the classroom by the exchanging of
common ideas etc.

6.  At first it is an informal written
conversation activity, in which
later on the teacher will check the
students writing in terms of
spelling, grammar and choice of
word and the teacher will put the
feedback/comments written on
students’ the journal.

7.  We can also use this journal
writing as peer editing tool,
students will check the other
students’ work sometimes in
terms of tenses, grammar,
spelling or word choice.

8.  First, It provide a context for meaningful
communication.
 Second, teacher’s journal responses provide
students with input that is slightly above
students’ level of proficiency.
 Exposure to target language.
 Third, opportunities for output in order to
become more proficient in second language.

9.  Ellis (2008) summarizes the findings of three
research studies on the role of output in SLA.
 Language production causes the learner
 (a) notice grammar
 (b) automatize learning
 (c) receive useful feedback
 (d) learn discourse skills
 (e) acquire voice in personal writing

10.  The writing will be done weekly
Quarter Focus Activity
First Quarter In formal written self-
expression
Vocabulary (WOTD)
Second Quarter In formal written
conversation
Peer-Editing tool
*Spelling
*Feed backing
*Vocabulary (WOTD)

11. Quarter Focus Activity
Third Quarter Pre-writing activity to formal
writing
feedbacking
Peer-Editing tool
*grammar
*spelling
*word choice/
vocabulary development (WOTD)
Fourth Quarter Pre-writing activity to formal
writing
feedbacking
Peer-Editing tool
*grammar
*spelling
*word choice/
vocabulary development (WOTD)

13. The integrative, interactive,
collaborative and
constructivist features of
the K to 12 Basic Education
Curriculum are included in
this ADJA.

14. A learner centered strategy
to teach literature,
grammar, vocabulary and
spelling. Through this
strategy students will
improve their skills in
writing.

15.  Thank you for listening!