Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions. Project-specific design principles are presented along with qualitative analysis of classroom discussions from each phase of the project. The results illustrate how discussions in the redesigned lessons contributed to developing the interrelated dimensions of ALM among multilingual learners. The work concludes with a discussion of how the project-specific design principles can serve as a framework for fostering discussions in other multilingual secondary mathematics learning environments.

新兴的多语种学生可以在课堂讨论中发展数学学术素养（ALM）的维度。但是，需要经验验证的原则来促进这种讨论。这项研究使用ALM作为框架，为九年级数学的线性变化率创建了一个教学单元，使多语种学生可以从讨论中受益。提出了针对项目的设计原则，并对项目每个阶段的课堂讨论进行了定性分析。结果表明，重新设计的课程中的讨论如何有助于发展多语言学习者之间ALM的相互关联的维度。