In this piece, I describe how David Pimm’s approach to mathematical communication has influenced my research. My story began with an exploration of the role of language in learning and teaching mathematics, starting from a cognitive perspective. David’s work, by documenting and analyzing how learners and teachers speak mathematically in classrooms (in one language), provided a foundation for my work to include language(s) and register(s). Building on that foundation, I summarize how I use a Vygotskian perspective on mathematical language, practices, and registers. I address two issues regarding the concept of mathematical language: how we imagine the mathematics register and how participation in mathematical practices can be silent. I use examples to show why we need to hear hybrid uses of multiple registers and expand participation beyond talk.