This literature study aims to explore which proven teaching methods can be used to bridge language barriers between teachers and students in a multilingual school context. The analysis was conducted using pedagogical models from Prediger & Neugebauer (2020) and Norén (2010). We have identified various linguistic, multimodal and relational methods to overcome language barriers between teacher and student in the mathematics classroom. The result indicates that none of the methods alone should be seen as complete didactic approaches, but the best results are achieved when aspects of languaging, multimodality, and positive relationship building work together to create a classroom environment wherein multilingual pupils' access to participation practices and learning is facilitated.