This book chapter explores the concept of 렰articipation 렡nd it's diverse meanings across various disciplinary fields. The concept of participation has played an central role in socio-cultural approaches to learning. It has also been closely investigated in micro-sociology and in the context of applied linguistics. Based on an interdisciplinary approach, combining linguistic approaches and educational theories, the chapter describes how vocational learning processes may be related to participation in situated verbal and non-verbal interactions. Data collected in the context of apprenticeship programs as they are implemented in Switzerland illustrate how learning opportunities may vary depending on the conditions in which interactions are conducted between apprentices and workplace supervisors.