The current process of immigration influx poses real challenges to many countries' educational systems. The need to provide equal access to quality education for diverse student population becomes imperative. Thus, this study examines the features of classroom discourse in eight Algebra I classes from two urban high schools with diverse student populations. In particular, by using the discursive analysis perspective, the communication between teachers and students is examined. The study investigates to what extent teachers' patterns of discourse change as a result of the number of ELLs present or their particular teaching experiences and ESOL endorsement. Furthermore, the impact of teachers' cultural and linguistic backgrounds upon ELLs' mathematics experiences is explored, particularly the teachers' patterns of discourse and adjustments to their teacher talk, or modifications of instructions that contributed to ELLs' engagement in the classroom. Thus, this book could provide valuable information to teachers, administrators, teacher educators, publishers, curriculum developers, researchers, as well as parents, and the students themselves.