ABSTRACT
Whether they take place in everyday contexts or institutional settings such as the classroom, interactions require the cooperation of other interactants for the interactions to achieve their goals and progress to a successful closing. CA research has examined how cooperation is achieved in interaction on two levels, the structural level and the affective level, through the lenses of two concepts: alignment and affiliation. This chapter examines the verbal and nonverbal practices that are used to display alignment and affiliation in interactions and how they are used by L2 teachers in whole group pedagogical interactions to mobilize and manage student contributions. After summarizing the research on the key concepts and findings from studies of L2 classroom interaction, we present guided analyses of L2 classroom interactions using the concepts. We conclude with implications for L2 teaching.
