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In this paper, we investigate how institutional identity relations and the selection of learning objects can be interactionally conceived in an additional language classroom oriented to language use as social action (Clark, 1996). Informed by Ethnomethodological Conversation Analysis and Interactional Sociolinguistics, we analyse an eight-minute sequence of interaction featuring participants engaged in the accomplishment of a Portuguese-as-an-additional-language classroom activity, namely a seminar on Brazilian music, in which each student was supposed to lecture on a different musical style. In order to co-construct learning, participants orient to various identities and understandings that are built and negotiated in the course of interaction, configuring different participant frameworks. The analyses show (1) the rearrangement of the lecturer’s speech through the construction of new concepts in interaction (emergent products), and (2) the participants’ efforts to sustain the seminar frame, through the negotiation of conflicting identities of lecturer/audience, teacher/student and Brazilian national/foreigner to Brazil. This paper evidences that, more than requiring the use of the additional language, pedagogical activities such as the one analysed are opportunities for the participants to negotiate identities and modes of participation, define relevant learning objects in the course of interaction, and locally deal with the unexpected.