Communicating about mathematics is an essential component in learning mathematics and is a key standard for successful learning in a mathematics classroom using stories and storytelling as a catalyst to mathematics instruction. This, however, can make learn-ing math for students with language deficiencies since they are working toward master-ing both basic language proficiency as well as the specialized language needed for math-ematics. This is a particular concern because the number of students of multicultural families is rapidly increasing. In this paper, we discuss the challenges and complexities of language-deficient students learning math in a classroom where communication is a key standard for successful learning, and suggest implications for teaching, by presenting an USA elementary teacher`s scaffolding to make reading and solving word problems less intimidating for her language learner students as well as native speaking students.