Becoming skilled at explaining and arguing

The role of co-construction and multimodality

Authors

  • Vivien Heller University of Wuppertal
  • Martin Luginbühl University of Basel
  • Birte Arendt University of Greifswald

DOI:

https://doi.org/10.1558/rcsi.17831

Keywords:

Guest Editorial

Author Biographies

  • Vivien Heller, University of Wuppertal

    Vivien Heller is full professor in German linguistics and their didactics at Wuppertal University. She received her PhD in linguistics from Dortmund University on genre repertoires and argumentative discourse practices in families and classrooms. Based on ethnomethodology and multimodal analysis, her research focuses on interactional support and embodiment in language and discourse acquisition, both in family and classroom environments. Recent publications examined gaze and epistemic stance in children’s collaborative reasoning, epistemic ecologies in the classroom and academic discourse practices.

  • Martin Luginbühl, University of Basel

    Martin Luginbühl is full professor for German linguistics at the University of Basel, Switzerland. He received his PhD in German studies from Zurich University on conversational violence in political TV debates. His current research focuses next to media linguistics, genre studies and cultural-analytical linguistics on oral argumentation skills of Swiss elementary school children aged 7–12. This research is based on conversation analysis, but also combines (qualitative) conversation analysis with quantitative analysis in order to reconstruct competence levels over a larger corpus.

  • Birte Arendt, University of Greifswald

    Birte Arendt is scientific assistant at University of Greifswald at the Department for German Philology and head of the Competence Center for the Teaching of the Regional Language Low German. Her PhD thesis dealt with language attitudes under a discourse linguistic perspective. In her habilitation thesis she focused on acquisition of argumentative skills among kindergartners in a conversation analytical view. Beyond that, her research work is interested in sociolinguistics and language criticism. In current publications she examines language acquisition in peer talk, Low German didactics, and regional and minority languages.

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Published

2020-07-21

How to Cite

Heller, V., Luginbühl, M., & Arendt, B. (2020). Becoming skilled at explaining and arguing: The role of co-construction and multimodality. Research on Children and Social Interaction, 4(1), 1-6. https://doi.org/10.1558/rcsi.17831

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