Exploring the methodological breadth of research on educational interactions: introduction to the special issue

The study of how discourse, learning and classroom activity are shaped in interaction, can be approached through various theoretical and methodological lenses. Different families of approaches have their unique affordances and limitations, and they shed light on distinct dimensions of educational interactions. However, since these methods are rooted in different epistemological traditions, they are often not discussed together, limiting opportunities for cross-disciplinary collaboration and understanding. This special issue brings together a diverse – yet far from exhaustive – set of methodological approaches, illustrating their affordances in elucidating classroom interactional processes as they take place on a moment-to-moment basis. With this special issue, we invite the readers of Classroom Discourse to explore beyond disciplinary boundaries and discover new methodological perspectives, as a way to expand our shared understanding of classroom interactions.