Research in the Teaching of English May 2024

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

Min-Young Kim ; Sanghee Ryu

Abstract

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.

Journal
Research in the Teaching of English
Published
2024-05-01
DOI
10.58680/rte2024584405
Open Access
Closed
Topics
discourse analysis multimodality argument

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (4)

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CrossRef global citation count: 0 View in citation network →

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