In this case study, we examine the usage of language -- how teachers used and regulated their language when teaching English language learners (ELLs) with learning disabilities (LD) how to solve mathematics multiplication problems. We focus on types of scaffolds used by teachers to identify how scaffolding helps ELLs with LD build better multiplicative reasoning. Using an exploratory case study, we find that more linguistic scaffolding and small group interactions are beneficial for ELLs with LD. In combination with kinesthetic scaffolding, they form an effective instructional method for improving multiplicative reasoning among ELLs with LD. [For the complete proceedings, see ED606531.]