Teachers’ use of language in multilingual mathematics classrooms during trouble-spots

Mathematics teaching in a foreign language may lead to discrimination for some learners specifically during trouble-spots that require the construction of shared-nderstanding. This research compares teacher-learner interaction two classrooms Lebanon where mathematics is taught language. Eighteen lessons were recorded and transcribed, utterances teacher coded at levels of: school; session; interlocutor; use; move function. Quantitative analysis use qualitative illustrations representative sequences are reported. The triadic dialogue as dominant mode multilingual nature found unique aspects classroom talk. Differences roles resource meaning-making also identified. Findings discussed within sociocultural ethnomethodological views medium achieve learning.