Why Keeping a Journal for ELLs is Good

Journals for Developing ELL Language Skills in the Writing Classroom
Journal keeping in response to texts seems like a great idea to me, especially as it corresponds with what Ferris & Hedgcock (2014) promote regarding the concept of text analysis. Journals that get students writing and reflecting on texts that they encounter is a good way to build self-directed language skill development, as Andrade & Evans (2013) point out, and that makes this exercise even more important, as it supports a number of language learning goals.
The kind of journals I would suggest would be reflective journals, because I would want students to reflect on the texts and write their thoughts on them. It would not need to be heavy analysis; the key would be to just get the students writing their thoughts out, and converting those thoughts into words and statements.
I don’t think it would be any more or less appropriate for one group over another. Journals are for everyone, even if the students are still struggling with the language. It forces the student to come to terms with the L2 and begin to see it as a language he must use to communicate in. For those who are already proficient, it is a way to build on their proficiency and really strive towards fluency.
I would assess the journal by seeing that the entries are being completed and providing feedback to help students overcome grammar difficulties or other issues as they become evident in the writing. But I would not score the journals or give a grade other than pass/fail (based on whether the assignment has been completed). I would want the journals to be fun for the students and be a way for them to practice their L2 without worrying about their grade if they do not write every line correctly. Feedback from me would help them to catch errors over time and be more conscious of what they are doing in their writing.
References
Andrade, M. S., & Evans, N. W. (2013). Principles and practices for response in second language writing: Developing self-regulated learners. New York, NY: Routledge.
Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice. New York, NY: Routledge.