This project examines multilingual practices in Italian L2 classrooms in two urban areas of Belgium: the French-speaking city of Liège and the Dutch-speaking city of Ghent. The study focuses on teachers' discourse and the dialogical interactions devoted to explanations within the on-line classroom of Italian language proficiency. It provides an in-depth qualitative analysis of how explanations are delivered in online Italian lessons by teachers with diverse linguistic backgrounds to adult learners. To illustrate how explanations can be structured, a conversational model is proposed. The research also explores the strategies teachers use to organize explanations, ensuring transparency while keeping the lessons engaging and dynamic. Through the Stra.D.A. model, the study further aims to offer researchers and teachers a tool for describing the balance between clarity and challenge necessary for effective explanations.