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2018
Volume 115, Issue 1
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895
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Abstract

This article examines how a high school English language arts teacher fosters argumentative writing skills in a culturally and linguistically diverse classroom by leveraging students’ dialogic strengths, framing argumentation as a social and critical process.

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2025-09-01
2026-06-16
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  • Article Type: Research Article
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