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The authors examined aspects of teacher talk during mathematics lessons in a 1st-grade inclusion classroom. Using content analytical coding methods, they analyzed 4 lessons-each taught by a different teacher in the classroom. Results showed that the patterns of teacher talk across all 4 teachers were chiefly recitational and lacking characteristics of talk consistent with the National Council of Teachers of Mathematics (NCTM) Communication Standard (2000b). Implications include that students with disabilities may benefit from instructional strategies that develop thinking and communication skills and that researchers and educators should identify and remove barriers to the provision of instruction congruent with the NCTMStandards for students with disabilities. • website: http://baywood.com phone (631) 691-1270 • fax (631) 691-1770 • toll-free orderline (800) 638-7819 Complimentary sample issue available online at http://baywood.com

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Drawn on the sociocultural paradigm, I examined teacher-student communication with emphasis on teacher’s talk and its role on international students’ learning English as a Second Language in an English for Academic Purposes classroom in a global campus in the U.S. Developmental data analyses of class observations, teacher and student interviews, and documents led to finding multidimensional characteristics of Critical Teacher Talk (CTT). I also found evidence of the role of CTT on production-process-affective aspects of learning English as an International Language. The findings further shed insights on the need to train and practice Critical International Language Pedagogy with the triadic principles—transnational culture building, critical caring, and authentic learning—among international higher education educators and teachereducators.