Building on the concepts of pragmatic processing and transpragmatics, this chapter examines interactants’ future and upcoming interactional control. It argues that agency and languaculture have to be structured interactionally when relating to others in terms of socially constituted languaculture and cross-cultural discourse. Interactional control needs to be situated and contextualised rather than discussed in generalities. This involves learners taking charge of language and culture and deciding what they can transfer to the additional language in current and upcoming encounters. This may involve resistance and opposition. Rather than focusing on increasing knowledge of content (which may be outdated in a few years), learners have to develop a critical relational, discursive and cultural capacity to navigate specific encounters. This involves reading the room (including reading between the lines), sensing cooperation and rejection, and exploring interactional possibilities. For teachers, it means helping learners take a stance and being able to maintain their positionality when under pressure. It involves working with ambiguity, letting things go and working with less than complete understanding.