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Author(s) + contact information
Michael David Hepworth - http://etheses.whiterose.ac.uk/10754/   
Spoken Argumentation in the   Adult ESOL classroom
This thesis is a discourse analysis of spoken   argumentation in the Adult ESOL classroom. It investigates the ways in which   it emerges and unfolds and also how teachers and students position themselves   and each other in argumentation and how they are positioned by pedagogy and   policy as well as by their histories. The principal focus is on verbal   argumentation but some attention is also given to a more multimodal analysis.   
Argumentation   is conceptualized in terms of competing and consensual voices (Costello and   Mitchell, 1995). These voices are further conceptualized as situated speaking   positions and, therefore, as identity positions. The study explores the ways   in which argumentation unfolds, the ways it seeks to persuade and the   identity work this involves. Argumentation is connected to wider questions of   citizenship and democracy, with the Adult ESOL classroom seen as the agora   for the wider enactment and modelling of full democratic citizenship.
Key words
ESOL, adult education, argumentation, citizenship
Other interesting information
Interest for the project
Contributor´s name + email
Stéphanie Barillé - stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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