The presence of many languages in contemporary societies and classrooms presents many challenges for the practice of research and the organisation of research communities Some languages appear to be more visible or valuable than others. English, in particular, is more visible in published research than other languages This article seeks to consider how research in mathematics education may discriminate on the basis of language, both within the community of researchers and in the practice of research The following questions are addressed: (1) Do the structures and practices of our community privilege speakers and writers of some languages over others; (2) What assumptions about languages are made in research in mathematics education; (3) Do these assumptions or practices of the mathematics education research community reproduce disadvantage or discrimination; and (4) What are some possible effects of this discrimination? In exploring these questions, Barwell seeks to uncover some of the assumptions and conventions of the math education community and to promote discussion, awareness, and change.