Traditional Number Talks inadvertently marginalize multilingual learners, despite research demonstrating that linguistic diversity enhances mathematical reasoning (Moschkovich, 2013). Studies reveal that when students discuss mathematical concepts in their home languages, they develop deeper conceptual understanding and more sophisticated problem-solving strategies (Khisty & Chval, 2002). This presentation reframes multilingual students' linguistic repertoires as mathematical assets, drawing on culturally sustaining pedagogy research (Paris & Alim, 2017) to transform Number Talks into equitable discourse communities. García and Wei's (2018) translanguaging theory demonstrates how multilingual students naturally draw upon their full linguistic toolkit to make mathematical meaning. Research by Turner et al. (2013) shows that when teachers scaffold mathematical discourse through visual supports, sentence frames, and strategic home language integration, multilingual learners can actively and meaningfully participate in mathematical reasoning tasks. Participants will explore evidence-based scaffolding strategies and multilingual pedagogies. Through interactive demonstrations of research-validated practices, educators will learn to leverage multilingual students' cultural mathematical knowledge systems (Civil, 2013) and implement responsive teaching moves that position these learners as mathematical leaders. Drawing on landmark research as well as current perspectives, we offer a framework for facilitating Number Talks where multilingual perspectives drive learning.