Nikola Leufer develops a sociological language to describe context shifts as a potential difficulty in addressing reality-based tasks in mathematics education. The development of this language requires a dialectical process of theoretical work and empirical validation, which the author illustrates with concrete task and processing examples from an interview study. From the theory-driven analysis of the examples, using the works of Basil Bernstein, fundamental considerations arise regarding potentially milieu-specific strategies for dealing with discourse changes in mathematics education.