Second language classroom interaction has unique characteristics. The purpose of this paper is to describe the linguistic resources that teachers draw on to encourage social interaction in the EFL classroom. This examination includes a detailed analysis of the practical activities teachers engage in, focusing on their use of linguistic repertoires (Unamuno, 2008). The results of classroom observations and field notes show several dominant linguistic practices such as the use of transitional markers, speech modification, turn-taking, and code-switching, though code-switching (CS) are the dominant interactional patterns. In addition, using an applied Conversation Analysis (CA) approach (Walsh, 2013), transcriptions were combined to allow a holistic insight into what takes place regarding teachers' classroom practices. The discussion includes how a better understanding of the EFL classroom and how teachers use these resources to engage in communication should be brought to the floor in the evolving field of EFL research and interaction studies.