The purpose of this study is to investigate how triadic dialog promotes generalization of growing figural patterns during classroom talk in multilingual classrooms and crucial linguistic terms that the teacher and students draw on in their home language, as they engage in pattern generalization. Ten sessions in two classrooms in grade 7 were videotaped. A mixed quantitative-qualitative approach was adopted to analyze the videotaped sessions. At a macro-level analysis, the sessions were mostly hybrid including various generalization level episodes. At a micro-level analysis, triadic dialog was the dominant mode of interaction during classroom talk. Nuances in the discourse structure of triadic dialog were associated with shifts between generalization level episodes in each session. Classroom talk involved deployment of colloquial Arabic to refer to linguistic means that influenced the processes of generalization. The study presents and analyzes representative excerpts of classroom talk during various generalization level episodes to demonstrate the findings. The selected episodes show the details of classroom interaction and provide evidence how triadic dialog involved the use of crucial words in home language to promote various levels of generalization.

本研究的目的是调查三元对话如何促进多语言课堂中不断增长的图形模式的泛化，以及教师和学生在进行模式泛化时使用母语的关键语言术语。对七年级两个教室的十节课进行了录像。采用混合定量-定性方法来分析录像会议。在宏观层面的分析中，这些会议大多是混合的，包括各种概括层面的情节。从微观层面分析，三元对话是课堂谈话中的主要互动方式。三元对话的话语结构中的细微差别与每个会话中概括水平事件之间的转变有关。课堂谈话涉及使用口语阿拉伯语来指代影响概括过程的语言手段。该研究展示并分析了在各种概括水平事件中具有代表性的课堂谈话摘录，以展示研究结果。选定的情节展示了课堂互动的细节，并提供了三元对话如何涉及使用家庭语言中的关键词来促进不同层次的概括的证据。