Language and mathematics: A field without boundaries

It is widely acknowledged within the field of mathematics education that language plays an important (or even essential) role in the learning, teaching and doing of mathematics. However, general acceptance of the importance of language is not matched by agreement about what this role (or these roles) might be or even about what the term language itself encompasses. I propose to construct a map of the field, identifying the range of ways of conceiving of language and its relevance to mathematics education, the theoretical resources drawn upon to systematise these conceptions and the methodological approaches employed by researchers