This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers. This book is organized into the following chapters: (1) Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing (Taiane Malabarba and Hanh thi Nguyen); (2) Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom (Maria Vanessa aus der Wieschen and Søren Wind Eskildsen); (3) Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account (Hanh thi Nguyen); (4) Looking Beyond IRF Moves in EFL Classroom Interactions in China (Jingya Li); (5) EFL Trainee Teachers' Orientations to Students' Non-understanding: A Focus on Task Instructions (Dilara Somuncu and Olcay Sert); (6) Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment (Eric Hauser); (7) Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test (Tim Greer); (8) The 'Power Game': Interactional Asymmetries in EFL Collaborative Language Teaching (Josephine Lee); (9) Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction (Mostafa Pourhaji); (10) 'In English, Sorry': Participants' Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction (Taiane Malabarba); (11) Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico (Peter Sayer, Taiane Malabarba, and Leslie C. Moore); and (12) Commentary: Fault Lines in Global EFL (Johannes Wagner).