Language as resource is a challenging research approach in mathematics education because it examines how language can function to support mathematics learning and teaching. The approach originally started to develop in response to discourses of non-mainstream languages and cultures as problems or obstacles to mathematics teaching and learning. In this text, I revisit and bring together four empirical studies in order to discuss four major findings that are arguments to explain the complexity and importance of the language as resource approach. These four arguments are: 1) the huge potential of all languages to make mathematical meaning; 2) the critical realization of some languages in the mathematics classroom; 3) the critical communication of mathematical meaning in classroom teaching talk; and 4) the huge potential of teaching talk to support mathematics learning for understanding.
