One teacher's experiences in incorporating non-hierarchic learning assumptions and values in the second language classroom, especially through the use of dialogue journals, are reported. In the first part, observations of accuracy-based classroom language teaching are contrasted with the meaning-based acquisition model. Six salient characteristics of dialogue journals and how they could serve as a vehicle for these learning assumptions are reviewed. The second part is a detailed account of experiences with dialogue journals, including illustrative journal excerpts. Issues such as setting up ground rules, student resistance, correction, topic generation, shifting teacher/student roles and their effect on teacher participation are discussed. The teacher's and the students' participation in the dialogue journal writing process are evaluated, emphasizing the crucial role of student/teacher reciprocity and mutuality in creating and sustaining the desire to stretch one's language use so dialogue can be maintained. (MSE)