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

Abstract

In this article, we present a case of teaching argumentation with a dialogic stance to explore how such teaching shapes what counts of argumentation and engages students in a sophisticated and nuanced understanding of argumentation. Adopting a microethnographic approach to discourse analysis, we closely examine the interactions in one argumentation lesson in a high school English class. The findings demonstrate that the teacher's enacted dialogic stance facilitates the construction of argumentation components as organically related and foregrounds argument as inherently connected to and among arguers. This study holds the potential to expand the landscape of the field of argumentation education.