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

Click to increase image sizeClick to decrease image size 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).