Classroom discussion practices that can lead to reasoned participation by all students are presented and described by the authors. Their research emphasizes the careful orchestration of talk and tasks in academic learning. Parallels are drawn to the philosophical work on deliberative discourse and the fundamental goal of equipping all students to participate in academically productive talk. The...

This article focuses on home-based citizenship classes for Bhutanese-Nepali elders in Central Ohio in the United States. As part of a larger longitudinal study centered in the ethnographic, language socialization, and discourse analytic traditions, the article focuses on data, particularly regular audiovideo recordings, gathered over a five-month period and tracks one student’s progress towards...

L2 research has shown that instruction in L2 pragmatics is necessary. The current study evaluated the impact of explicit instruction on EFL learner's awareness and production of three speech acts of request, apology, and complaint. It also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the L2 classroom. Iranian undergraduate students maj...

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 ...