Facilitating productive discussions in the mathematics classroom is a challenge for many teachers. Discourse--student communication of mathematical ideas with teachers and peers--provides a platform on which students share their understanding, clarify misperceptions, and evaluate ideas. If students are unable to access and participate in discourse, their opportunities to learn mathematics may be diminished. The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010), as well as the National Council of Teachers of Mathematics (NCTM's) (2000) Process Standards describe discourse as crucial to students' mathematical development. One potential barrier to accessing discourse is students' English language proficiency. Discourse can be difficult to implement, especially in classrooms with students who are learning English in addition to mathematics. Teachers need concrete suggestions for effective practices that can help them facilitate discourse in classrooms with English language learners (ELLs), so that discourse can advance ELLs' mathematical development. This article presents suggested instructional strategies to support ELLs in both understanding and participating in mathematical discourse.