Mark Darhower

Dialogue Journals as Mediators of L2 Learning: A Sociocultural Account

This study explores weekly dialogue journal communication as a form of mediation in L2 learning. Situating dialogue journals within the Vygotskian sociocultural theoretical framework (SCT), data is examined from the journals of eight learners (four high-frequency classroom participators and four low-frequency participators) in an intact intermediate college Spanish class. Data analysis sheds light on the unique ways that dialogue journals function as mediators of: a) identification as a language learner and reflection on language learning experiences, b) consolidation of course content as evidenced in the reporting of personal experiences and opinions relating to topics covered in class, and c) use of language functions stressed in the classroom. It is concluded that the dialogue journal is an interactive writing environment in which learner goals and agency can comprise an important part of the learning process.