The role that language plays in the teaching and learning of mathematics is one of some importance in the current literature in mathematics education. In this paper, I give particular attention to the manner in which teachers engage students in the exploration of mathematical concepts and procedures with the goal of revealing how language impacts students' learning. Through a series of examples of language commonly used in the mathematics classroom, I address specific issues pertaining to language used to describe mathematical processes, to read and interpret notation, and to define mathematical terms. Considering that communication is a key factor in the building of understanding, it is hoped that these examples will motivate teachers to examine and adapt their own practices in order to cultivate productive and meaningful mathematical discourse in their classrooms.