This article shares the authors' views on language-diversity issues in research in mathematics education. Described are tensions, questions, and myths that they have regularly faced as researchers. They use similarities and differences in two settings (multilingual classrooms in South Africa and U.S. mathematics classrooms with Latino/a students) to illustrate the complexity of this work and illuminate research findings.
Mamokgethi Setati Phakeng, Research and Innovation, University of South Africa, P. O. Box 392, UNISA, 0003; firstname.lastname@example.org
Judit N. Moschkovich, Mathematics Education, Education Department, University of California, Santa Cruz, 1156 High Street, Santa Cruz, CA 95064; email@example.com