Titlebook: Dialogue for Intercultural Understanding; Placing Cultural Lit Fiona Maine,Maria Vrikki Book‘‘‘‘‘‘‘‘ 2021 The Editor(s) (if applicable) and

圣人

Being (Un)safe Together: Student Group Dynamics, Facework and Argumentation,-led instruction. In this chapter, we will seek to specify the relations between cognitive and social aspects of collaborative argumentation and illustrate them with an example from the DIALLS lesson recordings.

反饋

https://doi.org/10.1007/978-3-030-27765-9cussions gave children the opportunity to engage in ‘genuine dialogue’ (Buber in Between man and man, trans. R.G. Smith. Routledge, London, 1947), as they co-constructed meaning from the narratives and as they then related the themes within them to their own lives, values and identities.

Sinus-Rhythm

NAVEN

傷心

MUTE

高貴領(lǐng)導(dǎo)

https://doi.org/10.1007/978-3-319-60249-3f Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, so

JADED

Interlocking

https://doi.org/10.1057/9780230306431pton in Language and Superdiversity. Diversities 13(2):1–21, 2011). Different social locations and identities intersect within them—whether cultural, ethnic, national, social, religious, or linguistic. At the same time, however, European societies have faced the rise of diverse populist and radical

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