Conversation Analysis as a Way of Studying Learning—An Introduction to a Special Issue of SJER

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Acknowledgements

The writing of this introduction has heavily relied on extended long‐term collaboration with many colleagues, especially Cathrin Martin and Helen Melander, whose contributions hereby are acknowledged. The writing of the introduction, and the work leading to assembling the authors, was in part financed by a grant from the Swedish Research Council for the project Classroom‐Interaction‐Teaching‐Learning: A platform for studies in pedagogical practices (2003–3945).

Notes

1. Obviously, there are substantial differences within CA with respect to how researchers pursue their work. Schegloff (1996), being the most acknowledged researcher within CA, argues for establishing “a catalog of recognizable social actions,” whereas someone like Charles Goodwin (cf. 2006) in his recent writings has been exploring what one could describe as the situated and evolving ecology of human sociality.