Student and teacher strategies for communicating through dialogue journals in hebrew: A teacher research project

Two major issues are addressed in this teacher research paper: A description of strategies used by students in their dialogue journal writing and a description of strategies used by the teacher-researcher in responses to students' dialogue journal entries. The major findings are that students used L1 as a resource in their L2 for the following purposes: (1) translation as a means to communicate, (2) codeswitching as a clarification device, and (3) translation as a learning strategy. Meanwhile, the teacher-researcher used the following strategies: summarizing information; modeling conventions; using translation, codeswitching and other semiotic systems to convey meaning; using basic and repetitive format for the responses; using students' themes and vocabulary; and fostering authentic communication. Practical applications for foreign language teachers and researchers are included.