Dialogue journal writing offers students of English as a second language (ESL) authentic, natural communication practice in the classroom. It is an interactive, self-generative, cumulative and functional writing/reading exchange between student and teacher, and is being used successfully in many kinds of ESL classrooms, with all age groups, and with all levels of English proficiency. Benefits to students are that: (1) it helps to remove barriers between teachers and students and equalizes their roles as seekers and providers of information; (2) students practice writing in a natural, conversational style; (3) it is a versatile in-class warm-up activity; (4) it provides the student with individual attention in a non-threatening context, free from correction and grading; (5) it provides an audience for the students; and (6) the interaction involves both reading and writing. Pedagogical, professional, and personal benefits also accrue to teachers: the journal can be used as a diagnostic tool; it provides feedback about the lessons to the teacher; it provides a bridge between students and the culture; and teachers learn from and about the students and their cultures. Research is in progress on the changes in grammatical structures in the course of a journal, acquisition of the ability to accomplish speech acts as manifested in journal entries, and the topics chosen by students in a university ESL program. Although the journal-writing program can be organized many ways, relaxed, simplified responses and efforts to draw out the students are often most successful. (MSE)