Language classroom interactions can be characterized as multimodal, since teachers may resort to a variety of resources provided by their body or by their immediate space in order to convey meaning, manage activities and assess pupils' performances. Furthermore, teachers' multimodal practices constitute an essential component for the differentiating process aiming to resolve especially linguistic problems some pupils may face. In this perspective, this study examines the implementation of multimodal differentiation by the same teacher in the case of allophone pupils following first language French courses alongside with native pupils of 3rd grade within the context of inclusion classroom in a middle school in France. More specifically, it was aimed to analyze a teacher's adaptation of kinesic and proxemic behaviors within the differentiation process, such as the use of hand gestures, gaze and facial expressions as bodily resources but also the control of interpersonal distance with respect to allophone pupils. For this purpose, a micro-ethnographic research strategy was applied, and data was collected through video-recorded sessions of the teacher in inclusion classroom. Our qualitative analysis of the data revealed a differentiated use of prosodic, kinesic and proxemic elements by the teacher, such as the reduction of speech rate, the accentuation of words, the production of deictic and iconic hand gestures as well as facial expressions, the orientation of gaze, the forward leaning posture, the isolated seating arrangement, and the reduction of interpersonal distance. All these elements either follow or overlap each other, especially within the framework of teacher instructions during classroom activities.