This paper explores three multilingual students' (9 to 11-years-old) conceptual understanding of three-dimensional (3D) shapes as displayed through peer and classroom interactions in two New Zealand primary classes. Bakhtin's dialogic theory and Garfinkel's ethnomethodology inform the theoretical framework. The paper presents two excerpts from audio-video recorded data. Findings suggest that the students use their multilingual capacities to convey their meanings of geometry shapes as they engage in peer and classroom interactions. The paper recommends that it is crucial to explore prosodic features of the language to facilitate the meaning-making process during teaching and learning of geometry.