Most English as a second language students I teach go on to further study, where they often face difficulties participating in discussions dominated by native speakers. In many cases, they struggle not because they are shy or unable to express their ideas, but because they miss the opportunities to speak: One classmate finishes and another starts in an apparently seamless flow of talk. Knowing not to interrupt, the international student waits patiently. But by the time an opportunity arises, the topic has moved on and the opportunity is lost. At stake here are issues of equity and participation, and to make matters worse, there is often a perception that international students do not contribute enough—particularly galling if grades are awarded for class participation.