This study compared how two teachers of English as a foreign language mediate their students' meaning-making participation during teacher-led interaction. One of the teachers was trained to mediate students' participation in interaction by the Colombian National Bilingualism Program (CNBP) whereas the other was not. Thus, this study examined whether participation in the CNBP training accounted for any notable differences in the mediation-provided by the two teachers. Data for the study consisted of classroom