The purpose of this study is to investigate how languages in a multilingual classroom come to participate in the objectification process in the context of pattern generalization. Data came from the transcription of 10 videotaped sessions in grade 7. A mixed quantitative-qualitative approach was adopted for the analysis. The significance of triadic dialog (teacher initiation -- student response -- teacher feedback) (Sinclair & Coulthard, 1975) as the dominant mode of interaction and the multilingual nature of language were presented as unique aspects of classroom talk in this study. The multilingual classroom (teacher and students) repertoire, which includes aspects of colloquial Arabic and English, was a resource of meaning-making for objectification in different generalization level episodes during classroom talk. Crucial words in home language played various roles in the process of objectification. The teacher and students used colloquial Arabic to refer to deictic means, adverbs of generative action, and pronouns in addition to other linguistic functions. Those linguistic means prove to be central to the process of objectification. The study analyzes three episodes. The first two episodes present how the teacher and students used code-switching and colloquial Arabic for various functions in almost all utterances to objectify near generalization tasks. The third episode focuses on how languages come to participate in the objectification process in a far generalization task. The findings show that natural movements between languages helped in the objectification process of generalization. The findings also show that the relational, diverse, stratified, and agentive aspects of languages helped in the objectification process during various generalization level episodes.