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Article published In: Journal of Argumentation in Context
Vol. 6:2 (2017) ► pp.193–219

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Do adult-children dialogical interactions leave space for a full development of argumentation?

A case study

 | Università della Svizzera italiana
 | Université de Neuchâtel
 | Université de Neuchâtel
Published online: 27 October 2017
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https://doi.org/10.1075/jaic.6.2.04gre
Abstract
This paper sets out to analyse a case study of adult-children interaction in an educational context from a perspective of argumentation. We select a case in which 3 argumentative discussions are opened and we analyse them with the aim of understanding whether they are fully developed from a point of view of argumentation; or whether they are cut short and why. Our focus is not on the children’s individual productions but on the process of interaction. We assume the pragma-dialectical model of argumentation and the AMT as a theoretical framework. Our findings show that none of the discussions opened gets to a concluding stage, either because the teacher shifts the discussion on a different issue, or because the opening stage is not clear, or because the argumentation stage is not adequately developed. These findings contribute to conceptual clarification about how to interpret the role of a teacher.
Article outline
  • 1.Objectives of this study
  • 2.Theoretical framework and methodology for the analysis
  • 3.Methodology of data collection
  • 4.Analysis
    • 4.1Analytic overview of argumentation in Extract 1
    • 4.2Discussion
      • 4.2.1Meaningful issues and legitimate issues
      • 4.2.2Developing different lines of argument?
      • 4.2.3What is pollution? A problem with the opening stage
  • 5.Conclusions and openings
  • Acknowledgements
  • Notes
  • References
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