The student body in German schools is increasingly characterized by multilingualism and diverse cultural backgrounds. As a result, the linguistic design of mathematics instruction is gaining importance. Using analytical methods from interpretive research in mathematics education, the author reconstructs phenomena related to the linguistic design of elementary school mathematics teaching. The findings reveal a predominantly informal and colloquial discourse in the classroom, where crucial aspects of meaning negotiation remain implicit. Such an implicit pedagogy is rooted in the fundamental idea that students can derive meanings solely based on their existing skills. Based on this theoretical concept developed by the author, he formulates hypotheses about learning opportunities for a multilingual student body.