This paper focuses on the transformation of conversation analytic findings on L2 classroom interaction into resources for changing teachers' pedagogical practices. It argues that identification of problems in student-teacher interaction or of interactional sequences that create learning opportunities can provide valuable insights for teachers, as many of these practices display commonalities across different contexts. However, research is scarce on integrating CA findings into teacher education, especially in the form of audio-visual materials. To enable this, CA findings of classroom interaction need to be based on a comparative research agenda. In order to illustrate how this can be done, the chapter presents analyses of three different extracts of talk that exhibit different trajectories of code switching behaviors by teachers and students in two different countries. More specifically, these analyses show how two teachers in EFL classrooms in Luxembourg and Turkey managed their students' use of the L1s, and how the students responded to this behaviour. These analyses potentially have pedagogical value for language teachers in that they may be used to develop audio-visual tools that are designed to help teachers engage with their own on-going professional development. This is demonstrated through detailing the integration of a mobile application into a teacher education framework known as IMDAT, thus transforming CA findings into future L2 teaching practices. [For the complete volume, "Classroom-Based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy. Educational Linguistics. Volume 46," see ED660574.]