Teaching argumentation with a dialogic stance: A case of an 11th-grade English language arts classroom

Kim, Min-Young; Shanahan, Eileen

doi:10.1016/j.lcsi.2023.100770

Learning, Culture and Social Interaction

2023

DOI: 10.1016/j.lcsi.2023.100770

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Teaching argumentation with a dialogic stance: A case of an 11th-grade English language arts classroom

Min-Young Kim,

Eileen Shanahan

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2024

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Cited by 2 publications

References 35 publications

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Opening, deepening, and widening dialogic space in argument classrooms

Kim

2024

Theory Into Practice

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Opening, deepening, and widening dialogic space in argument classrooms

Kim

2024

Theory Into Practice

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Adopting an Empathizing Stance in Classroom Argumentation: Pedagogical Constructs and Affordances

Kim,

Ryu

2024

Research in the Teaching of English

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Although a growing body of research recognizes the importance of viewing argumentation as a means of understanding rather than combating others, little is known about how teachers cultivate this practice in classroom conversations when teaching argumentation. This study examines how argument can be taught in classroom discourse with an empathizing stance and generates associated pedagogical constructs. Adopting a microethnographic approach to discourse analysis, this study examines the key instructional events in an argumentative writing unit in two high school English language arts classes. The analysis demonstrates that the empathizing stance is introduced in the relationship between arguers and their warrants and the differences existing between arguers. It also generates four pedagogical constructs related to the teaching of argument with the stance: (1) identifying the connection between arguers’ warrants and backgrounds; (2) transposing oneself into others’ backgrounds; (3) exploring interlocutors’ common and divergent grounds; and (4) situating argument in a broader context. It concludes with a discussion of the affordances of teaching argument with an empathizing stance.

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Teaching argumentation with a dialogic stance: A case of an 11th-grade English language arts classroom

Cited by 2 publications

References 35 publications

Opening, deepening, and widening dialogic space in argument classrooms

Opening, deepening, and widening dialogic space in argument classrooms

Adopting an Empathizing Stance in Classroom Argumentation: Pedagogical Constructs and Affordances

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