Abstract EMI (English-medium instruction) is increasingly prevalent and is an important site in which students are introduced to academic English. Research into classroom interaction in EMI in schools has been limited. Recent research into classroom interaction in EMI in higher education ( Basturkmen & Shackleford, 2015; McLaughlin & Parkinson, 2018 ) has drawn on the construct of language-related episodes (LREs) to investigate incidental instances during classroom interaction which is primarily focused on disciplinary content when attention shifts temporarily from content to language. The present article reports a study of LREs in two distinctive EMI, high school settings in South Korea. Analysis of recorded classes indicated that the occurrence of LREs was similar across both settings. LREs occurred frequently, focused mainly on disciplinary uses of vocabulary and were mainly teacher-initiated. Furthermore, the vast majority of the teacher-initiated episodes appeared to arise pre-emptively and not in response to errors, a finding that suggests the disciplinary teachers were proactive in shifting attention to language. Evolving content-driven discussion appeared to prompt the teachers to highlight the disciplinary register, and thus served as an impromptu, transitory means by which the teachers highlighted academic language use in their content teaching.

中文翻译：

---

韩国高中两门EMI课程内容教学中对学术语言的偶然关注

摘要 EMI（英语媒介教学）越来越流行，是向学生介绍学术英语的重要场所。对学校 EMI 课堂互动的研究很有限。最近对高等教育 EMI 课堂互动的研究（Basturkmen 和 Shackleford，2015 年；McLaughlin 和 Parkinson，2018 年）利用与语言相关的情节 (LRE) 的结构来调查课堂互动中的偶然事件，主要关注学科内容当注意力暂时从内容转移到语言时。本文报告了韩国两个独特的 EMI 高中环境中 LRE 的研究。对记录类别的分析表明，两种设置中 LRE 的发生率相似。LRE 频繁发生，主要关注词汇的学科使用，并且主要由教师发起。此外，绝大多数教师发起的情节似乎是先发制人的，而不是对错误做出反应，这一发现表明纪律教师积极主动地将注意力转移到语言上。不断发展的以内容为导向的讨论似乎促使教师强调学科注册，从而成为教师在其内容教学中强调学术语言使用的即兴的、暂时的手段。