Teacher educators have a moral and civic obligation to examine ways in which language and mathematics are connected and supported in teaching and learning mathematics. It is essential to examine the roles and influence of family, parents, community, teachers, administration, and teacher educators as they collaborate to support learners. Their role should be considered in preparing and supporting teachers to develop curriculum, plan instruction, and implement strategies that support students' development of language in the mathematics classroom. An examination of the literature regarding the effects of language on children's understanding of mathematics was conducted around six areas: (1) impact of language on understanding and meaning making; (2) symbols, expressions and language connections; (3) effects of teachers' listening orientation; (4) language development, play and family influences; (5) implications for multilingual learners; and (6) technology and digital media. Implications for teacher education and future research are presented. We offer readers a potential framework to consider for guiding teacher educators' practices and future research efforts. In so doing, we display various connections and interplays between language and children's mathematical meaning making and understanding.