This work focuses on the analysis of participation frameworks in a class of Portuguese for Speakers of Other Languages (PSOL) at a primary school in Macau. Based on scholars like Susan Philips, Erving Goffman, Charles Goodwin, Stephen C. Levinson and Marjorie Harness Goodwin, we discuss how participants (pupils and teacher) reorganize the interactive locus of the classroom through actions that violate or validate the behavioral rules established during the lessons. Using an Ethnographic Microanalysis (Erickson 1996), some moment-by-moment data are interpreted, identifying aspects that reorganize and redefine concepts, identities and interactive roles that participants play at a macrosociological level. The results indicate that many verbal and nonverbal elements present during the interaction, in a teacher-controlled environment, exercise influence upon the reconstitution of participation frameworks. Those elements also reorganize the conversational floor, the discourse of the participants and renegotiate the roles they play during the activities inside the classroom.