The purpose of this qualitative research study is to portray the complex language practices of multilingual children when learning mathematics. To do so, I draw on data collected as part of a three-year research study that was designed to understand the relationship between young children's language use and mathematics learning, focusing on students’ work as well as interactions collected through research journal entries and audio recordings. I center the practice of thick description as a path to advance disruptive understanding of multimodal representations of children's language use while learning mathematics. I then consider the necessary movement from a preconceived understanding of language to enacting an understanding of language that is responsive to the experiences and diverse language practices of children. I argue that a disruptive understanding and enactment of language can foster meaningful mathematics learning by dismantling hierarchical power structures.
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