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This article examines how very young children in a day care center make use of their peers' gaze shifts to differentially locate and prepare for the possibility of a caregiver intervention during situations of their biting, hitting, pushing, and the like. At issue is how the visible character of a gaze shift--that is, the manner in which it is produced and its position in a sequence of ongoing activities--constitutes gaze as differentiable social action and, further, provides children with a resource for discerning what is likely to "happen next". Children, sensitive to the epistemic status of what the peer may or may not have located in terms of the caregiver as an "already there," a "newly discovered," or a "yet to be discovered" feature of the scene cease, continue, or revise their harassments in accord with their discernments. (Contains 1 table, 3 figures and 7 footnotes.)

Looks at interactions between English-as-a-Second-Language students and English-speaking staff at the front desk of a language institute. Analysis focuses on the sequential organization of front desk encounters, revealing ways the participant's shared orientations to the organization and goals of these encounters facilitate native speaker-nonnative speaker interaction. (Author/VWL)

Examines methods by which an unaddressed participant of a story-in-progress displays her recipiency to a teller who addresses her talk to another participant, discussing how the unaddressed participant makes claims on the teller's attention through a series of upgraded responses to the story. The claims range from gaze direction to displays of knowledge of particular story components. (SM)