Teachers' discourse constitutes the main bases for language instruction and learning.Humans use their discourse as a tool for building peace, and promoting inclusive interactions, democracy, and social justice in the classroom (Van Dijk, 2000).But it also may be used as a pathway for promoting exclusion.Discourse represents powerful means to transform societies.However, inappropriate uses of discourse might end in marginalization.For example, violence and discrimination are sometimes enacted in teachers' discourse by taking almost exclusive control of it in the classroom, or by unconsciously discriminating against students (McKay & Devlin, 2014).Research has explored discrimination and symbolic violence in the classroom.Others have focused on raising awareness of the power of teachers' discourse (Beaulieu, 2016; Buzzelli, 1996; Calle-Díaz, 2019; Gillies & Boyle, 2008; Ritchie & Tobin, 2001).Nevertheless, little is known about teachers' transformation of their discourse to promote inclusive interactions to students with special needs.This study explored how formative interventions and positive discourse analysis helped to reconstruct a teacher's discourse to promote more inclusive interactions with diverse learners.The study enrolled an experienced teacher in inclusive education and English teaching and 38 students.Lessons were taught at a public urban school in Monteria Cordoba, Colombia.Results showed transformation in the teacher's discourse in three main elements, subject, object, and discursive mediation tools.The teacher used more positive and inclusive discourses with students providing room to voice students' ideas.