The purpose of this study is to investigate how languages in a multilingual classroom come to participate in the objectification process in the context of pattern generalization. Data came from the transcription of 10 videotaped sessions in grade 7. A mixed quantitative-qualitative approach was adopted for the analysis. The significance of triadic dialog (teacher initiation – student response – teacher feedback) (Sinclair & Coulthard, 1975) as the dominant mode of interaction and the multilingual nature of language were presented as unique aspects of classroom talk in this study. The multilingual classroom (teacher and students) repertoire, which includes aspects of colloquial Arabic and English, was a resource of meaning-making for objectification in different generalization level episodes during classroom talk. Crucial words in home language played various roles in the process of objectification. The teacher and students used colloquial Arabic to refer to deictic means, adverbs of generative action, and pronouns in addition to other linguistic functions. Those linguistic means prove to be central to the process of objectification. The study analyzes three episodes. The first two episodes present how the teacher and students used code-switching and colloquial Arabic for various functions in almost all utterances to objectify near generalization tasks. The third episode focuses on how languages come to participate in the objectification process in a far generalization task. The findings show that natural movements between languages helped in the objectification process of generalization. The findings also show that the relational, diverse, stratified, and agentive aspects of languages helped in the objectification process during various generalization level episodes.

这项研究的目的是研究在模式概括的背景下，多语言教室中的语言如何参与对象化过程。数据来自7年级的10个录像会话的转录。分析采用了混合定量-定性方法。三元对话的重要性（教师的发起-学生的反应-教师的反馈）（Sinclair＆Coulthard，1975）作为互动的主导方式和语言的多语言性质被认为是课堂讨论中独特的方面。多语种教室（教师和学生）的曲目，包括阿拉伯语和英语的口语内容，是在课堂讨论中不同概括级别情节中客观化的意义表达资源。母语中的重要单词在客观化过程中扮演着各种角色。除其他语言功能外，老师和学生还使用阿拉伯语口语来指代奉献手段，生成动作副词和代词。这些语言手段被证明对客观化过程至关重要。该研究分析了三集。前两集介绍了教师和学生在几乎所有话语中如何使用代码转换和口语阿拉伯语来实现各种功能，以使近乎概括的任务客观化。第三集重点介绍语言如何在广泛化的任务中参与对象化过程。研究结果表明，语言之间的自然运动有助于泛化的客观化过程。研究结果还表明，关系，多样性，分层，