Seven years ago, Baker; Andriessen, & Järvelä edited Affective Learning Together (2013), a book gathering several empirical studies and pointing out the so far underestimated social and emotional dimensions of learning. This publication illustrates a recent, though quite general consensus in today’s educational sciences consisting in seeing learning as a tripod process involving cognitive, social and affective aspects. Nevertheless, to date, very little research has actually apprehended educational dialogue taking into account these three dimensions all together. Many studies rather insist on the socio-cognitive side of educational processes, or on the socio-emotional one. We believe that this is due to a lingering remnant of the old Western reason/emotion dichotomy in the usual theoretical and methodological approaches undertaken to analyze educational dialogue. In this paper, we propose conceptual constructs to overcome such dichotomy and draw methodological implications of this integrative theory of learning as a socio-cognitivo-emotional process. Indeed, the very complex, tridimensional nature of educational dialogue requires the researcher to follow 2 key analytical principles while interpreting the data: 1) address both the cognitive and the metacognitive level of the interaction, 2) respect the nature of human communication. We provide three very simple cases to illustrate how our argument applies to authentic dialogues important for education.