Walton's types of argumentation dialogues as classroom discourse sequences

Dialogic argumentation has thus far been proposed as a way to analyse, understand, and promote meaningful classroom interactions. However, currently there is lack of systematic proposals for conceptualising dialogue goals part teachers' pedagogical repertoire. Our main goal operationalise an existing framework types, the one by theorist Douglas Walton. To do so, we first identify set epistemic criteria meaningful, from point view, discursive interactions, which use ‘framing indicators’ enrich Walton's typology four dialogues (information-seeking, inquiry, discovery, persuasion). We applied resulting pragmatic teacher-student interactions found in 20 transcripts both science social sciences secondary education lessons. that affordances these types were also present discourse, where implied was not fulfilled. discuss findings terms need be able dialogic potentiality accountability within so argumentative potential can fulfilled, productive discourse settings.