This chapter delves into the theoretical underpinnings of praxeological and dialogical research on the emergence of opportunities for learning in teacher-student interactivities. First, I introduce the emergence of objects of learning as a social phenomenon; then I argue for the intersubjective-intercorporeal understanding of those objects as emergent learnables in classroom talk in their immediate contextual and interactional environments. Two sequences of classroom activities in a Swedish as a second language classroom are presented and analyzed from a phenomenological-sociological view on intersubjectivity. The analysis highlights the significance of a dialogical and praxeological approach to the study of learning/teaching activities, and underscores that attending to intersubjectivity includes paying attention to corporeal acts in the procedure of orienting to, and showing understanding about, learnables. The chapter concludes that, in order to understand teaching/learning behaviors, a detailed analysis of participants' actions in their interactivities is necessary. More specifically, in all talk-in-interaction (and particularly in classroom talk, with which this study is specifically concerned), the objective reality of linguistic expressions -- their forms, and their functions -- is accomplished, situated and embodied, and is thus reflexive and indexical in nature. This may suggest that researchers abstain from the dichotomy of the subjective-objective reality of a learnable in favor of the possibility of considering the intersubjective objectivity of a learnable as what is accomplished in real time in a social activity. [For the complete volume, "Classroom-Based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy. Educational Linguistics. Volume 46," see ED660574.]