“…Students can then be given greater support and develop their own IC; learning how to interrupt politely, give feedback to other students, demonstrate “listenership” (McCarthy, 2003), encourage participation, and so on are all elements of IC which could be trained. In EMI content‐area subject lessons, the teachers can better engage students in academic conversation, for example, by means of questioning, increased wait time, reduced teacher echo, evaluative feedback (including the shaping of learner contribution), and multimodal and multilingual resources (Urmeneta & Walsh, 2017; Walsh, & Sert, 2019) and provide them with interactional space to articulate their understandings (Llinares & Morton, 2010). They should also create a safe environment where “students are not afraid of being penalized or mocked by peers” and “develop a positive self‐image through their interactions” (Urmeneta & Walsh, 2017, p. 186).…”