Traditionally, teachers and researchers have looked for student participation in moments when teachers provide interactional space for it ? this book takes a more holistic approach, examining how learners are participating (or not) throughout classroom interaction. It looks beyond turn-taking to consider participation as a multimodal phenomenon, including actions such as posture and gaze. It also expands the scope of classroom conversation analysis in three ways: 1) by focusing on student actions 2) by incorporating multimodal analysis, and 3) by examining both language learning contexts and non-L2 classrooms. In doing so the book uncovers how the identity of ?being a student? is enacted and provides implications for practice, teacher education and observation including emphasis on teacher interactional awareness and reflective practice.