Conceptualising learner participation as a multimodal phenomenon Features extracts from naturally occurring classroom interaction in L2 and non-L2 settings Defines key pedagogical concepts such as learner participation and learner engagement Video extracts clearly illustrate multimodal actions 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.Conceptualising learner participation as a multimodal phenomenon Features extracts from naturally occurring classroom interaction in L2 and non-L2 settings Defines key pedagogical concepts such as learner participation and learner engagement Video extracts clearly illustrate multimodal actions 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.