Drawing on data from a range of contexts, including classrooms, pharmacy consultations, tutoring sessions, and video-game playing, and a range of languages including English, German, French, Danish and Icelandic, the studies in this volume address challenges suggested by these questions: What kinds of interactional resources do L2 users draw on to participate competently and creatively in their L2 encounters? And how useful is conversation analysis in capturing the specific development of individuals' interactional competencies in specific practices across time? Rather than treating participants in L2 interactions as deficient speakers, the book begins with the assumption that those who interact using a second language possess interactional competencies. The studies set out to identify what these competencies are and how they change across time. By doing so, they address some of the difficult and yet unresolved issues that arise when it comes to comparing actions or practices across different moments in time. The following chapters are contained in this book: (1) L2 Interactional Competence and Development (J.K. Hall and S. Pekarek Doehler); (2) Enacting Interactional Competence in Gaming Activities: Coproducing Talk with Virtual Others (A. Piirainen-Marsh); (3) Learning as Social Action (F. Sahlstrom); (4) The Social Life of Self-Directed Talk: A Sequential Phenomenon? (F. Steinbach Kohler and S.L. Thorne); (5) Second Language Interaction for Business and Learning (G. Theodorsdottir); (6) Responding to Questions and L2 Learner Interactional Competence during Language Proficiency Interviews: A Microanalytic Study with Pedagogical Implications (R.A. Van Compernolle); (7) Members' Methods, Members' Competencies: Looking for Evidence of Language Learning in Longitudinal Investigations of Other-Initiated Repair (J. Hellermann); (8) Achieving Recipient Design Longitudinally: Evidence from a Pharmacy Intern in Patient Consultations (H.T. Nguyen); (9) Developing 'Methods' for Interaction: A Cross-Sectional Study of Disagreement Sequences in French L2 (S. Pekarek Doehler and E. Pochon-Berger); and (10) Becoming the Teacher: Changing Participant Frameworks in International Teaching Assistant Discourse (E.F. Rine and J.K. Hall ).