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The articles compiled in this issue of The Modern LanguageJournal address classroom interactions. More specifically, they address issues in the microanalysis of classroom talk. Their joint focus shows classroom interaction in a higher resolution compared to previous studies in the field, which are often summarized in the discursive pattern of teacher initiation, students' response and teacher's feedback (IRF; cf. Allwright, 1980). These articles show how students and teachers orient to different participation frameworks, tasks, and identities in their talk and how they change orientation on a moment-by-moment ba-sis. The work presented in this issue builds on previous work by these and other authors (see the references cited in the original articles). The growing impact of microanalytic studies has made our understanding of classroom interac-tion much more sophisticated, and the articles in this issue contribute to …