There is a growing research interest in the dynamics of English Medium Instruction (EMI) university classroom interactions in non-Anglophone contexts. In the present study, we track the procedural unfolding of content knowledge co-construction across multiple online activities in an online EMI university classroom. Using Multimodal Conversation Analysis to examine the screen recordings of an undergraduate course on Educational Sciences at a state EMI university in Türkiye, we show how translanguaging plays a central role in enabling the participants’ displays of content knowledge by deploying multilingual (English, Turkish, the focal EMI university jargon) and multimodal (i.e., coordinating verbal and multimodal materials on the screen) resources across four phases of the online class, namely (i) lecturer talk, (ii) pre-task, (iii) task engagement in breakout rooms, and (iv) sharing outputs in the main room. The study brings implications for higher education EMI classroom interactions by describing the multilingual, multifaceted, multimodal, and sequential organization of screen-recorded online environments.

中文翻译：

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在在线 EMI 课堂的分组讨论和主要会议中使用跨语言展示共建内容知识

人们对非英语环境中英语教学 (EMI) 大学课堂互动动态的研究兴趣日益浓厚。在本研究中，我们跟踪了 EMI 大学在线课堂中多个在线活动中内容知识共建的程序展开。使用多模态对话分析来检查土耳其一所国立 EMI 大学教育科学本科课程的屏幕录音，我们展示了跨语言如何通过部署多语言（英语、土耳其语、在线课程四个阶段的资源（即（i）讲师演讲，（ii）任务前，（iii）分组讨论室的任务参与） ，以及 (iv) 在主房间共享输出。该研究通过描述屏幕录制的在线环境的多语言、多方面、多模式和顺序组织，对高等教育 EMI 课堂互动产生了影响。