This chapter focuses on the intricate relationship between situated embodied actions, social classroom practices, and second language (L2) learning as an important emerging issue in CA perspectives on classroom discourse and interaction. I investigate how a series of classroom activities becomes established as a recurring routine and how a beginning L2 speaker, Carlos, develops interactional competence in and through that routine. The data show that as Carlos is engaging in the teacher-led work to establish a daily routine consisting of name card distribution, taking attendance, and writing "yesterday's, today's, and tomorrow's dates" on the whiteboard, he is employing and routinizing a range of embodied, interactional, and linguistic resources needed to volunteer, write, account, as well as elicit volunteers and index an upcoming activity in the L2. The study not only substantiates L2 learning as a usage-based process, anchored in meaningful interaction, but suggests that the semiotic resource known as "language" is a residual of social sense-making practices. [For the complete volume, "Classroom-Based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy. Educational Linguistics. Volume 46," see ED660574.]