This paper considers ways in which a detailed understanding of classroom discourse can be achieved through the use of reflective practices and professional dialogue. For the teacher, understanding classroom communication, being able to "shape" learner contributions and making strategic decisions in the moment-by-moment unfolding of a lesson are regarded as being crucial to developing SLA in the formal, L2 classroom context. The study reported here makes extensive use of a research instrument and a metalanguage designed to enable teachers make "good" interactive decisions online by using samples of their own data. The collaborative process of interpreting data and "meaning-making" in a reflective feedback interview provides teachers with a means to uncover the interactive details of their classes and make conscious changes to classroom actions.