Oral argumentation and language-aware civic education – a theoretical proposal-Reference-Cited by-同舟云学术

Oral argumentation and language-aware civic education – a theoretical proposal

Published:2023-03-01 Issue:1 Volume:6 Page:67-80
ISSN:2616-7697
Container-title:Research in Subject-matter Teaching and Learning (RISTAL)
language:en
Short-container-title:

Author:

Sobernheim Janine¹

Affiliation:

1. 1 PhD student at the Institute for Educational Sciences at the University of Basel , Switzerland .

Abstract

Abstract Oral argumentative competence is highly relevant for responsible [mündige] participation in social negotiation processes. Thus, promoting argumentative competence is central to civic education. However, there is a lack of theoretical concepts and empirical findings which can guide action in the civic education classroom. Since argumentative competence is a linguistic skill, the concept of language-aware civic education offers itself as a plausible framework. In this article, the two terms oral argumentative competence and language-aware subject teaching are clarified within the context of civic education. It is shown how subject-specific oral argumentative competence can be fostered through language-aware civic education.

Publisher

Walter de Gruyter GmbH

Link

https://www.sciendo.com/pdf/10.2478/ristal-2023-0004

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