ABSTRACT
This chapter provides a brief overview of Collaborative Argumentation-Based Learning (CABLE) research, focusing on the nature of constructive argumentative interactions, principles for design of situations that favour them and the integration of CABLE into educational practice. It aims to develop the main characteristics and tenets of CABLE research that are: a focus on qualitative interaction analysis of cognitive-linguistic processes; and the aim of integrating argumentation theory and collaborative learning theories. CABLE has been shown to be highly beneficial for learning and development, many challenges are faced by its integration in schools. Argumentation and dialogue may serve similar goals in education, where they are instrumental for achieving educational goals. Argumentative design is a burgeoning multi-dimensional domain of research, which raises hopes about the implementation of constructive and productive practices of talk in classrooms. The chapter presents three types of inter-discursive changes: epistemic change in view, conceptual-discursive change and inter-personal change.
