This paper examines the relationship between learning disabilities and language teaching based on the fact that interaction is inherent to the notion of classroom pedagogy itself. The main argument of this paper is that until a consensus is reached on how to teach a second language to a student with a learning disability, effective interactional instruction may play an essential role in ensuring success in inclusive settings for students with disabilities and differences. The three dimensions of interaction in foreign language classrooms are discussed, including results and recommendations. The conclusion provides suggestions concerning the relevance of teacher self-reflection and effective classroom management as components of any successful language teacher education program, and discusses future foreign language classroom research on learning disabled students that take into account individual learner variables, social context, and affective components of learning and teaching. (Contains 36 references.) (KFT)