Over the last quarter of a century, conversation analysis (CA) has steadily gained recognition in applied linguistics, as a rigorous, empirical approach to the study of social interaction of various kinds, including classroom discourse. However, it is questionable to what extent the findings of these CA studies have been effectively communicated to a broader audience and have made significant and sustainable impacts on language education. The current chapter reviews the studies featured in this edited volume by focusing on the issue of researcher-practitioner interface. It identifies common themes explored in these studies--CA for reflection on pedagogical practices and CA for reconsideration of objects of teaching and assessment, and discusses areas of consideration for bridging the gap between researchers and practitioners. [For the complete volume, "Classroom-Based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy. Educational Linguistics. Volume 46," see ED660574.]