This study presents both fresh ways of exploring the role of embodiment in doing noticings (as introduction to the following correction initiation) and adds to the rising research body on student knowledge displays in teacher-led instructional interaction in the English lessons of a Content-and-Language-Integrated-Learning (CLIL) class, with a focus on the sort of correction work students can execute in teacher-led instructional interaction. The analysis underlines that the manners in which participants parley their epistemic positions in the asymmetrical classroom hierarchy derive from a cumulation of different interactional phenomena.