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Guest Editors: Vivien Heller, Martin Luginbühl and Birte Arendt
Table of Contents
Editorial
| Becoming skilled at explaining and arguing: The role of co-construction and multimodality |
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| Vivien Heller , Martin Luginbühl , Birte Arendt | 1-6 |
Articles
| Interactional and multimodal resources in children's game explanations |
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| Friederike Kern | 7-27 |
| Establishing joint imagined spaces in game explanations. Differences in the use of embodied resources among primary school children |
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| Noelle Kinalzik , Vivien Heller | 28-50 |
| On the role of voice and prosody in argumentation among pre-school children |
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| Ines Bose , Kati Hannken-Illjes | 51-72 |
| Literacy-related features in repetitions: Using the example of argumentative events of German- and Hebrew-speaking pre-schoolers |
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| Birte Arendt , Sara Zadunaisky Ehrlich | 73-92 |
| From flat propositions to deep co-constructed and modalized argumentations: Oral argumentative skills among elementary school children from grades 2 to 6 |
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| Judith Kreuz , Martin Luginbühl | 93-114 |
| Learning to modalize is learning to reason: On the role of epistemic modalizations in parent–child-talk and in written argumentation of secondary school students |
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| Miriam Morek | 115-141 |
Transcription Notation
| Transcription notation |
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| 142-143 |
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