ABSTRACT
The use of journals in the language arts classroom has long been regarded as an essential aspect of the teaching and learning process, paving the way for reflective thinking as well as democratic education. This chapter probes into this alternative form of exploration by investigating ways journal writing can be conducive to the learning process within a foreign language context. It describes a case study that was carried out during a teaching practicum course where the participants were undergraduate pre-service students who kept a journal throughout this class. Overall, this study mainly endeavors a) to illustrate the merits and manifold benefits of journal writing within a broader EFL setting, b) to investigate the multiple roles the participants took on throughout this process, and c) to explore the implications of this process for second/foreign language pedagogy with respect to cultural identity and linguistic diversity.
