“…With the growing reliance on ethnographic methods and documentation of situated interactional events in Brazilian Applied Linguistics, CA work has offered guidelines for dealing with interactional data sets within language ethnographic research, especially in educational settings (Garcez, Bulla, & Loder, 2014;Garcez & Schulz, 2015). In an initial thrust, a considerable amount of work went into describing the nature of classroom interaction (Andrioli & Ostermann, 2020;Conceição & Garcez, 2005;Dalla Vecchia, Jung, & Petermann, 2019;Garcez, 2006Garcez, , 2012Garcez & Melo, 2007;Garcez & Salimen, 2011;Garcez & Lopes, 2017;Semechechem & Jung, 2017), examining issues of classroom language instruction (Baumvol & Garcez, 2017;Jung, 2009; Peterman & Jung, 2017), language proficiency assessment (Abeledo, Fortes, Garcez, & Schlatter, 2014), and the construction of knowledge in and out of classrooms comparatively Malabarba;Guimarães, 2020;Frank & Kanitz, 2014;Garcez, Frank, & Kanitz, 2012a, 2012bKanitz & Garcez, 2020;Schnack & Ostermann, 2010). As argued by Bulla and Schulz (2018), such efforts have come to relevantly inform teacher education.…”