What’s next after a correct answer

Abstract This study investigates how expert teachers of Chinese as a second language (CSL) shift the participation framework from a dyadic conversation between the teacher and an individual student (T-S) to a three-party conversation between the teacher, the individual student, and other students (S-T-SSS), specifically, after the individual student provides a sufficient response. Data analysis of college-level CSL classroom recordings shows that these shifts appear in different sequential positions to complete three common pedagogical actions, including eliciting a choral repetition, highlighting important information, and displaying an affective stance. Expert teachers orchestrate a variety of multimodal semiotic resources to perform such shifts and pedagogical actions, which maximize student engagement in multiple dimensions in the CSL classroom.