This communication discusses an aspect of language and culture that informs the identity of a group of Romany students as they learn mathematics. Observations were made by the authors in a multicultural community in Athens. We explore how Romany language roles and features significantly affect the teaching and learning of mathematics. As examples, the use of language to create belonging, and the centrality of oral traditions are considered. The wider context of this language feature is situated in, and cannot be separated from, other cultural features such as the everyday economic reality of Romany culture.