Frontmatter -- Contents -- Acknowledgements -- Contributors -- 1. Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing -- Part 1: Learners' Development of Interactional Competence -- 2. Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom -- 3. Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account -- Part 2: Teaching and Testing Practices as Dynamic Processes -- 4. Looking Beyond IRF Moves in EFL Classroom Interaction in China -- 5. EFL Trainee Teachers' Orientations to Students' Non-understanding: A Focus on Task Instructions -- 6. Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment -- 7. Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test -- Part 3: Sociocultural and Ideological Forces in Language Teaching -- 8. The 'Power Game': Interactional Asymmetries in EFL Collaborative Language Teaching -- 9. Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction -- 10. 'In English, Sorry': Participants' Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction -- 11. Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico -- 12. Commentary: Fault Lines in Global EFL -- Index