Despite a seemingly fragmented interactional context, teachers and students in classrooms routinely manage to co-construct coherent, inter-related, and individually adapted learning trajectories distributed over days and weeks. The aim of this article is to explore with what interactional resources progressivity is accomplished in learning…

The aims of this article are to address how learning is constituted and can be studied as a phenomenon in interaction and to discuss how teaching and learning are related. Theoretically, the article argues for and discusses constraints and affordances for relating sociocultural understandings of learning as changing participation to "conversation…