Introduction / Silvia Kunitz, Numa Markee, and Olcay Sert.- Section 1: CA research in L2 classrooms.- The intersubjective objectivity of learnables: Theoretical underpinnings of praxeological and dialogical research on opportunities for learning in teacher-student interactivities / Ali Reza Majlesi.- Let me help you: Learning to do and correct public writing in the L2 classroom / Soren W. Eskildsen.- The Triadic Ecology of Correcting Spellings in Computer-Assisted Collaborative Writing / Nigel Musk.- Teachers'' Instruction Sequences in Italian as a Foreign Language Classes: An Ethnomethodological Conversation Analytic Perspective / Numa Markee and Silvia Kunitz.- Section 2: CA research in content-based language classrooms.- Facework and collaborative learning in primary school CLIL classrooms: A multimodal conversation analysis approach to peer interaction / Natalia Evnitskaya.- Multimodal perspective into teachers'' definition practices: Comparing subject-specific language in physics and history lessons / Leila Kaanta.- Teaching target knowledge through interaction in EFL content courses: Tracing sequences of teaching actions / Yo-An Lee.- Section 3: CA research and teacher training.- Transforming CA findings into future L2 teaching practices: Challenges and prospects / Olcay Sert.- Harnessing the power of heteroglossia in teacher talk / Hansun Zhang Waring.- What do you think about this?: Eliciting reflection or prelude to negative assessment? / Younhee Kim and Rita Elaine Silver.- Section 4: CA and assessment.- A micro-analytic investigation into a practice of informal formative assessment in L2 classroom interaction / Nilufer Can Daskin.- Firm ground: Conceptualizing and assessing interactional learning targets in second language classrooms / Thorsten Huth.- CA-informed testing: An exploratory intersection of norms / F. Scott Walters.- Conclusions: Two views on the pedagogical applicability of CA findings.- Concluding chapter 1 / Junko Mori.- Concluding chapter 2 / Simona Pekarek Doehler.
