Adopting an Empathizing Stance in Classroom Argumentation: Pedagogical Constructs and Affordances DOI
Minyoung Kim,

Sang-Hee Ryu

Research in the Teaching of English, Год журнала: 2024, Номер 58(4), С. 405 - 428

Опубликована: Май 1, 2024

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

Язык: Английский

1. Critical Thinking in Primary School—A Large-Scale Design-Based Research Project DOI
Kirsti Marie Jegstad, Tuva Bjørkvold, Emilia Andersson-Bakken

и другие.

Scandinavian University Press eBooks, Год журнала: 2025, Номер unknown, С. 11 - 35

Опубликована: Март 5, 2025

Язык: Английский

Процитировано

0
The effects of discourse goals on written arguments in elementary school students DOI
Yuchen Shi

International Journal of Educational Research, Год журнала: 2024, Номер 126, С. 102375 - 102375

Опубликована: Янв. 1, 2024

Язык: Английский

Процитировано

2
Adopting an Empathizing Stance in Classroom Argumentation: Pedagogical Constructs and Affordances DOI
Minyoung Kim,

Sang-Hee Ryu

Research in the Teaching of English, Год журнала: 2024, Номер 58(4), С. 405 - 428

Опубликована: Май 1, 2024

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

Язык: Английский

Процитировано

0